Clever Clogs (yarm) Ltd

What is it like to attend this early years setting?

Children are warmly welcomed into this homely nursery by the nurturing staff. They form close bonds with the kind and caring staff who look after them. This helps children to feel safe and ready to learn. Children benefit from a wealth of resources and activities set up in the nursery playrooms and garden. They behave very well. Older children develop independence as they choose activities, tidy away toys, and serve their own meals.

Babies are developing their physical skills. Staff sit on the floor with them, extending their arms out, and encourage them to practise their walking skills. Children receive regular praise from staff as they play. This helps with their attempts to try new things and to build on their confidence. Toddlers are excited to hunt for bugs in the garden. Older children manipulate dough with their hands and show increasing skill using tools, such as scissors. They carefully use the scissors to snip the aromatic herbs and competently use the pestle and mortar to grind the herbs.

Children behave well. They listen and respond well to requests from staff, such as helping to tidy away the toys before moving on to the next activity. They play happily and harmoniously with each other, sharing toys and resources. Children use good manners and say 'please' and 'thank you' without any prompts.

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

• Leaders ensure that staff follow a clear and sequenced curriculum in each nursery age group. Staff know children very well. They carry out regular observations and assessments of children's learning. Staff plan activities around what they know about children's current level of development and what they need to learn next. As a result, children make good progress in their learning.
• There is a sharp focus on building children's speech and language skills. Staff support children's lively conversations, reminding them to take turns and listen to their friends. They take time to listen to what children say and provide opportunities for them to respond. Children are confident communicators who readily chat to staff and visitors about their experiences, likes and dislikes.
• Staff successfully weave early mathematical concepts into their play and conversations, such as counting and colour recognition. However, less emphasis is given to develop children's knowledge and understanding of, shape, weight and volume.
• Children show a love of books and enjoy listening to stories. However, the organisation of group story time for the older children has not been fully considered. Staff do not adapt their teaching to maintain children's listening and attention during the activity. As a result, some children lose interest and eventually leave the group.
• Children show a positive attitude towards learning and confidently make decisions about their own play. They use their past experiences and what they know to build their imagination as they create their own games. For example, they prepare a birthday party and carefully set out plates and decide that the hair rollers and buttons are cakes.
• The management of behaviour in the setting is a real strength. Staff interactions with children are kind, and children who are upset are provided with comfort and support. Sharing and taking turns are really promoted with the younger children, and they learn to do this without a reminder.
• Children learn self-care skills, such as toileting. They wash their hands before snack and lunch. Staff praise children for doing this, which promotes their self-esteem. Staff ensure mealtimes are social occasions where children benefit from freshly cooked meals. Children sit in small groups and staff teach children how to use cutlery. They supervise children well to ensure their safety while eating.
• Leaders ensure that new staff complete a thorough induction that helps them to fulfil their responsibilities effectively. Staff receive regular supervision with leaders. They are aware of their roles and responsibilities. Professional development is accessible online and through face-to-face training. This builds on staff's existing skills and continues to improve the quality of the care and education. Staff feel supported by leaders and comment that they place a strong emphasis on their well-being.
• Parents report that partnership with the nursery is good. They receive daily information about what their child is doing and the progress they make. This helps parents to support their children's learning at home.

What the setting must and should do next

The provider should:

• support staff to identify opportunities to introduce children to different mathematical concepts, such as shape, weight and volume
• adapt teaching within group activities to consistently support children's listening and attention skills.