Conkers

What is it like to attend this early years setting?

Children are incredibly happy and settled at this calm and inclusive nursery. As they arrive, familiar and enthusiastic staff welcome them. Staff foster strong and positive attachments with children in their care. As a result, children show they feel safe and secure. Children's behaviour is good. They learn important social skills, such as taking turns and sharing toys. Staff teach children to be polite and gently remind them to say 'please' and 'thank you'. Children develop their independence through everyday routines. For example, younger children pour their own drinks and older children self-serve their lunch. Children follow good hygiene practices, such as handwashing before eating. They learn about being healthy and enjoy meals from a varied menu.

Children show curiosity as they explore their environment. Babies show delight and excitement as they investigate ice cubes during sensory play. They hold them in their hand and look in anticipation as they begin to melt. Younger children use large, chunky chalks to make marks on the ground. They laugh and giggle together as they transport water around the garden in a toy watering can, and watch in wonder as they pour the water over their chalk drawings and they disappear. Older children learn new words, such as 'squidgy', as they add water to the dry sand.

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

• Since the last inspection, the nursery has undergone many changes. It is now under new ownership. The new owners have high expectations and a clear vision for the future. They are passionate about providing high-quality early years provision. The new owners have invested time in supporting existing staff to ensure they feel included in decisions about the future of the nursery. All staff say that they feel well supported and valued by the new owners, who are very approachable.
• Overall, the quality of education is good. Staff develop an exciting, broad curriculum based on children's interests and what staff want them to learn next. Children independently initiate their play by accessing thoughtfully planned activities. Staff engage in children's play. They ask questions and encourage children to talk about their ideas. However, staff in the pre-school room do not consistently engage children in purposeful activities to help them embed what they already know and develop new skills.
• Children's speech and language development is well supported. The environment is language rich. Staff narrate play and model good language throughout the day. They listen carefully to children and give them time to respond. Staff introduce new words, for instance 'crunchy', 'soft' and 'shiny'. This helps to broaden children's vocabulary.
• Children develop positive attitudes towards learning. You can hear a 'buzz of excitement' as they laugh and play together. For example, children watch in wonder as objects begin to sink into the wet sand. Babies smile and wiggle as they bang on the drum. They babble while singing along to the song 'Row, row, row your boat'.
• Staff skilfully weave mathematics and numbers into the children's play. For example, children count the pieces of play dough as they cut them. They compare differences and similarities, such as 'bigger' and 'smaller', as they draw around each other's feet.
• Staff support children to develop their independence and resilience in their play. For example, babies show resilience as they try to place ice cubes one on top of another to build a tower. Older children persevere when using scissors. Staff are patient and encourage children to keep trying. This supports children's self-esteem and builds on their confidence to have a can-do attitude.
• Children delight in listening to stories as enthusiastic staff read books to them. Babies learn how to turn pages and toddlers join in with repeated phrases in books. This helps children to gain a love of reading from an early age.
• Partnerships with parents are strong. Parents comment that the new owners are approachable and responsive to communication. Parents speak highly about the quality of care and education their children receive. Parents receive regular updates about their children's learning through an online app. Parents feel their children are thriving and the staff are welcoming and nurturing. They comment how happy they are with the nursery and the staff.

What the setting must and should do next

The provider should:

• monitor staff practice more closely in the pre-school room to ensure all children benefit from consistently high-quality learning experiences.