Cranbrook Independent Nursery and Preschool

What is it like to attend this early years setting?

Children are greeted at the gate and receive a warm welcome. Upon arrival to their designated room, children eagerly explore the inviting environment. For example, older children choose the craft materials they wish to use, to make carriages. They talk about events they took part in for the King's Coronation. Children are reminded to put away the resources they are not using, to ensure the area is safe.

Children have free-flow access to the outdoor area, where they engage in imaginative play. Older children walk along planks that are balanced between crates. Younger children look for bugs in their garden area, and babies enjoy singing outside. Children are encouraged to manage their own risk. For example, they are supported to consider if there is enough room for them to join in the play. They count the number of chairs and work out if there is enough space for them.

Children's behaviour and attitudes to learning are excellent, and they understand the expectations on them. For example, children know to close doors after themselves when moving between areas. They independently use the sand timer to support turn taking, and they invite their friends to join them in activities.

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

• The manager is passionate about the care they provide children and the intent for their learning. She provides support and coaching to staff on a daily basis. For example, the manager ensures she is present in the rooms and works alongside the staff. As a result, staff feel well-supported in their role.
• Staff understand their roles and responsibilities. They receive regular supervision where they discuss children's development. Staff understand the curriculum intent and how to support children's progress. They access regular training via an online training provider that the company use.
• The manager is clear on what she wants children to learn. Children across the whole setting are learning to be independent, and are supported appropriately depending on their age and stage of development. For example, young children take their own shoes and socks off and place their socks inside their shoes before they take part in feet painting. They can peel their own oranges for snack and wipe their own noses when reminded.
• Partnerships with parents are very strong. Parents report they are happy with the care their children receive. They know who their child's key person is, and they know what activities their children do each day via the online portal. The manager shares a wealth of information with parents and holds regular parent workshops.
• Children behave exceptionally well and are highly motivated to learn. Older children are given responsibilities, such as being the 'pre-school helper' as well as having the opportunity to be on 'work experience' in the toddler room. All children, including younger children, help staff to put the washing on and get the tables ready for lunch. Children are helped to understand turn taking from a very young age, and do this independently. Older children demonstrate high levels of respect for others. They ask their peers to join in with craft activities and make sure there is space at the table for them. As a result, behaviour and attitudes are outstanding.
• Staff follow the children's interests and plan activities that build upon what children know and can do. For example, younger children enjoy making dinosaur footprints with paint and comparing them to their own footprints. However, at times, not all children are provided with enough challenge. For example, children who would benefit from more space to be physical are not always given the opportunity. In addition, older children do not always benefit from opportunities to extend their learning even further.
• Children freely access snack when they feel hungry. Staff closely monitor this allowing children to independently manage their own portions and allergies. As a result, children know what they can and cannot eat, and embrace what makes them unique.
• Children are taken on regular outings. They have their own allotment that they visit and learn about the different stages of growing. The local church visit the setting regularly and staff take children to the local community centre for events. As a result, children are given plenty of opportunity to celebrate their local community.

What the setting must and should do next

The provider should:

• strengthen the support for children to ensure they have sufficient challenge and opportunities to extend their learning further, particularly in relation to their physical development.