Cliff Nursery

What is it like to attend this early years setting?

Children are confident, playful and happy as they arrive at nursery. Staff create a calm and welcoming environment, where children feel valued and have a sense of belonging. Staff greet families warmly and welcome them into the nursery. Overall, the curriculum is sequenced to meet the ages and developmental stages of all children. Staff focus on the prime areas of learning, particularly children's communication and language, physical and personal development.

Staff create a wide variety of activities and experiences for children to explore and learn from. They promote a love of books and reading throughout the nursery. Staff share key books and songs so that children develop a deep understanding of familiar stories. Staff read joyfully and older children remember details and eagerly ask questions. Children embed their learning as they retell stories and role play being their favourite characters.

Staff create a nurturing environment for babies. They sit on the floor so that they are emotionally available for them. Babies feel valued and safe as they shuffle, crawl and walk. Staff get to know children and their families well. They work closely with parents and carers so that they can follow babies' routines from home. Staff observe babies to identify their starting points in development. They listen to babies, interpret their babbles and repeat back words so that children hear the correct pronunciation. Staff narrate on children's play, read stories, sing songs and delight in caring for babies. As a result, children thrive in the nursery.

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

• Staff promote mathematics and numeracy throughout the nursery. Children learn to count and recognise numbers in songs, stories and play. Leaders have a good understanding of child development and playfully support younger children to recognise the concepts of 'one' and 'two.' However, on occasions, staff do not plan adult-led activities carefully to ensure that they meet children's next steps and build on their existing knowledge. For example, they invite children to build number blocks to higher numbers, while they are still engrossed in sorting and counting to ten.
• Staff are deployed well in all areas inside and outside. Children are playful and interact together. Staff encourage children to speculate and to test their ideas through trial and error. Staff are interested in children and eager to extend their learning as they play. However, on occasions, staff make suggestions and ask questions in succession. As a result, children do not have time to think and respond with their own ideas.
• Leaders plan and organise the nursery well so that resources and equipment are available for children. Staff have high expectations of children, whose behaviour is excellent. Staff give clear instructions so that children know what is expected. Children work together, for example, to tidy away and come inside for lunch.
• Leaders support children's healthy lifestyles. They provide children with opportunities for physical play and healthy meals and snacks. Children learn to care of themselves. For example, they learn to brush their teeth, wash their hands, wipe their noses and use the toilet independently.
• Mealtimes are happy and sociable events. Children sit together at the table. They make choices and take it in turns to serve themselves with vegetables and fruit. Children develop independence as they use cutlery and pour their drinks. Staff sit with children as they eat, modelling conversation and helping babies and toddlers to feed themselves.
• Staff work closely with parents to meet children's needs, especially those with special educational needs and/or disabilities (SEND). They involve parents in every step of their children's progress. Staff create individual learning plans for children with emerging needs. They share their understanding and ideas with parents in daily conversations, in an online app and at meetings.
• Parents praise the 'fantastic' and approachable staff. They say that their children are excited to come to nursery each day and they settle exceptionally well. Parents particularly value the expertise and compassion that staff and leaders show to families. For example, staff have undertaken training to support children with medical needs and allergies.
• Leaders and staff are reflective and constantly evaluate their practice. They recognise their strengths as working in a team, which they report as caring for children and working with parents. Staff say that leaders care about the well-being of children and staff, and that they feel supported.

What the setting must and should do next

The provider should:

• plan adult-led activities more carefully so that activities are closely matched to children's current stage of development and next steps in learning
• give children more time to think and respond to questions so that they can develop even better thinking and language skills.