Crane Park Day Nursery

What is it like to attend this early years setting?

Children flourish in this setting. Staff embrace children's interests. They provide an ambitious curriculum which enables children to develop their skills in meaningful ways. The practice at the setting is worthy of sharing with others. Staff have extremely high expectations for what children can achieve. As a result, they rapidly build on what children already know and can do. For example, children recall past experiences about the life cycle of a butterfly. Children confidently share knowledge and information about their learning. They use complex words, such as 'chrysalis'. Children remember that the butterflies they hatched were 'Pink Lady' and 'Red Admirals'.

Children settle exceptionally well. They share wonderful relationships with their key persons and are excited to play with them. Children's uniqueness is celebrated. Staff welcome children's cultures and home languages. For example, they successfully support children to access the environment and communicate with their peers. As a result, children feel safe and secure. Parents provide feedback that they feel their child's nursery is 'world class.'

Children's behaviour and attitudes are exceptional. They build confidence in managing their feelings. Staff use high-quality stories, songs and interactions to help children to understand what their emotions mean. As a result, children understand and follow the age-appropriate boundaries asked of them. Children are polite and considerate of the environment and their friends. For example, they make compromises and negotiate taking turns. Younger children and babies communicate using Makaton signing to say, 'thank you'.

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

• The manager is an exceptional role model. Leaders offer an inspirational environment and high-quality support to children and staff. Staff have access to training opportunities which develop their highly skilled interactions. Leaders have taken time to consider how to create effective learning experiences. They reflect on how this can continuously improve.
• Across the setting, mathematical language and concepts are heard within child-initiated and adult-directed conversations. Babies and children make predictions and test their ideas. They use language of number, quantity, shape and size in their play.
• Staff meticulously plan activities to enable children to be confident and capable. They seek opportunities to build on children's curiosity of the world around them. Staff ignite children's love of the outdoors, who are overjoyed at what they find in the forest school.
• Staff give children a rich set of experiences that promote their understanding and respect for people, families and communities beyond their own. For example, children who speak English as an additional language are encouraged to develop their home languages. Staff celebrate all children's cultures. The manager shares stories about where donated items have come from. This teaches children about the wider community.
• Babies and younger children have superb language skills for their age. They can string three to four words together and respond to questions. For example, children finish the sentences in familiar stories, such as 'Dear Zoo'. Babies and younger children use descriptive words. They confidently express what they like and dislike. For example, when eating meals, children talk about healthy foods.
• Children are confident in all age groups. They are extremely well behaved and understand the expectations asked of them. At times, when children get a little too excited, staff take swift action to support them. Children are highly motivated and eager to join in. They have high levels of respect for others.
• Children understand why behaviour rules are in place and recognise the impact of their behaviours on others. For example, staff working with babies model positive behaviours. Babies are given the language needed to communicate. Older children patiently wait their turn and offer time for their friends to join in.
• The manager's vision is thread throughout the setting, which parents, staff and children share. Partnership with parents is incredibly strong. Parents share exceptional feedback about the setting. They feel involved and supported, particularly through the COVID-19 pandemic.
• Staff act with integrity to ensure that all children, particularly those with special educational needs and/or disabilities, are given opportunities to succeed. Staff work in partnership with parents and external agencies. They consistently offer high levels of teaching. Staff use their knowledge from training to enhance the curriculum. As such, any gaps in children's learning are closed rapidly.
• Staff are highly attentive to children's boundaries and seek permission from children before they assist them, such as during risky play and intimate caregiving routines. As a result, children learn from a young age how to look after themselves and how to interact with each other.