Countryside Pre-School Nursery

What is it like to attend this early years setting?

Leaders and staff have created a wonderfully warm and welcoming environment where children feel at home. There is a lovely sense of calm as children go about their play and learning. They make excellent use of the cosy home-living area, where they relax on child-sized chairs and chat to their friends.

Children behave very well. Staff set clear and consistent boundaries for children and ensure that all children are aware of their expectations. For instance, children remember that they use 'walking feet' inside to prevent accidents. Staff are warm and nurturing towards children. They help them to understand a range of feelings. Children demonstrate their understanding of these as they manage conflict and deal with their own emotions. They are becoming kind and caring individuals as they develop empathy for others.

Children are highly motivated. The engaging environment supports and sustains children's learning and development. Leaders have carefully considered their curriculum intent and staff use their secure knowledge of children to teach and inspire children. For example, outside at the 'beach', children giggle with joy as they experience the feel of sand on their feet. They build sandcastles and dig for shells. This provides a rich opportunity for all children to access an authentic experience.

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

• Leaders have developed a curriculum that stretches and challenges children. They are very clear about the learning intentions for all children and how each area supports the areas of learning. Staff provide children with an open environment where their learning interlinks across the provision.
• Communication and language are supported. Babies show an early love of reading as they share well-loved stories with staff. Older children join in with songs and rhymes, following familiar actions. They access story baskets filled with books and supporting resources. Staff narrate alongside children's play, developing their vocabulary. However, they do not always make the most of opportunities to introduce new and exciting words that help to stretch children's thinking and broaden their knowledge.
• Children are valued as individuals. Their artwork and photos are respectfully presented in frames in their environment. Children's voices are valued as they contribute to ideas and plans for the nursery. As a result, children demonstrate high levels of confidence and have a secure sense of belonging. They show high levels of involvement and well-being. This contributes to the excellent behaviour that children demonstrate.
• Children are physically active. They use the outdoor space with enthusiasm as they run, climb and develop their large motor skills. Staff support children's early writing through activities that develop their fine motor skills and muscle strength. For example, children mould and sculpt with dough, snip paper with scissors, and serve food with tongs.
• Mathematics is promoted across the nursery, using mathematical language and visual aids. Staff engage children in fun counting games, such as stacking the correct number of rings on a wooden stand. Staff use words such as 'more' and 'less'. Consequently, children are developing a good awareness of number recognition and value.
• Staff use evaluation to identify the progress children make and where they may be falling behind. Staff have a secure understanding of how children learn and the expected progress they make. They use this knowledge effectively to ensure that effective arrangements are put in place to support children who may be struggling.
• Parents feel valued. They speak highly of the care and education their children receive. Parents feel well informed about the progress their children make and how they can help at home. They enjoy the parent consultations and hearing about the progress children make.
• Leaders seek ways to evaluate their provision, including using accreditation schemes. They use research and guidance from external agencies to develop new ways of working that support improvements in the curriculum and teaching. Staff receive regular supervision and feedback about their practice. Leaders offer guidance and support to all staff and coach and mentor temporary staff to ensure the quality of teaching remains high.

What the setting must and should do next

The provider should:

• support staff to use a broader range of new and interesting words during activities to further extend children's vocabulary, strengthening their curiosity and knowledge.