Clevelands Nursery

What is it like to attend this early years setting?

Kind and caring staff greet children and their families with smiles and know them well. They are attentive to children's needs. For example, when young children become upset, staff provide reassuring cuddles. This helps children to feel safe and secure. Children enter eagerly, keen to explore the activities set up for them and to play with their friends.

Leaders have a clear vision of what they want children to learn and achieve. They have high expectations for all children. Staff set clear expectations for children's behaviour and conduct. They act as good role models and use positive strategies to guide children's behaviour. There is a well-thought-out key-person system in place. This ensures that staff know children and families well and can plan appropriate next steps for children.

Staff design a curriculum to support children's attachments, curiosity and experiences. As a result, children benefit from a range of experiences that they are eager to get involved in. They have regular access to a forest school and a large outdoor area, where staff supervise them to take appropriate risks. For example, children use large play equipment and learn how to keep themselves safe around the firepit. This helps children to gain a wealth of knowledge about the world around them.

What does the early years setting do well and what does it need to do better?

• Children have opportunities to learn about festivals that reflect their individual heritage. Staff ask parents and carers to share songs, recipes, artefacts and clothes from their own cultures. For instance, parents come into nursery to make clay Diya lamps with children and talk about why they are important in the celebration of Diwali. This helps children to feel proud of their heritage and share this special time with their friends.
• Staff provide a commentary on children's play and introduce new descriptive language, such as 'squashy' and 'furry', when looking at textured books together. In addition, they use communication boards to help children to express their preferences. This supports children's communication and language skills well.
• In the main, staff encourage children to be independent. Children put their own wellington boots on for outdoor play, and younger children try to put their own puddle suits on. However, at times, staff do things for children they could attempt themselves. For example, they dry children's hands and wipe their noses. This does not fully support children to develop personal hygiene skills.
• Children benefit from nutritious meals and snacks. Staff take the opportunity during mealtimes to talk about the importance of healthy eating. Children learn that apples grow from seeds. This supports children's understanding of where food comes from.
• The nursery links well with specialist support services and the adjoining school. Children have plenty of opportunities to visit the school. For example, they attend play sessions there, and older children eat their lunch in the school dining hall. This ensures that children get all the help they need and have a smooth transition into school.
• Staff encourage children to wash their hands after outdoor play and before mealtimes. However, when children have washed their hands, they continue to play and touch resources until lunch is served. Furthermore, staff do not encourage children to wash their hands after blowing their noses, and staff do not model this behaviour when assisting children. This does not promote children's understanding of hygiene practices.
• There is constant communication between parents and staff regarding children's time at the setting. In addition, staff invite parents to attend special occasions, such as 'play and discover' sessions. Parents say they love the 'warm, nurturing and stimulating environment' and notice how their children become confident learners. Partnerships with parents are highly effective.
• Leaders support staff with their well-being and offer advice and support if required. Staff have regular supervision sessions, where they have the opportunity to set targets linked to their personal and professional development. This helps to ensure their continual improvement. Staff comment on how they feel supported and appreciate the care and mentoring they receive.

What the setting must and should do next

The provider should:

• guide staff to support children's developing independence more consistently
• support staff to follow handwashing routines consistently to fully support children's understanding of healthy lifestyles.