Creations Nursery

What is it like to attend this early years setting?

Warm and welcoming staff greet children and their families on arrival. Children arrive happy and eager to start their learning. Leaders and managers introduce a familiar routine for children to follow. Staff give clear indications when children move from one activity to another. When staff shake the tambourine, children stop to listen. They all join in and sing the tidy-up song. Children help to tidy up. Staff support children to get ready for going outside. Children feel safe and follow the routines of the rooms.

Staff have high expectations of children's behaviour. They consistently model the behaviour they expect, such as saying 'please' and 'thank you'. Children learn to follow simple rules. Their behaviour is good. Staff praise all children's efforts. They encourage children to have a go and keep on trying. Staff offer support when needed. Babies smile with delight when they climb onto a stepping stone. Older children show excitement when they successfully build a sandcastle.

Leaders and managers plan opportunities for children to hear a range of stories, songs and rhymes. They plan songs and a book of the month. Children hear familiar songs and stories repeatedly over time. Children look at books independently. They snuggle up to their key person to listen to a story. Children enjoy listening to familiar stories in small groups. They enjoy joining in with the words of a story. Children sing the rhymes used during transition times. All children develop a love and a secure understanding of stories, songs and rhymes.

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

• A well-implemented key-person system helps children, including those with special educational needs and/or disabilities (SEND), to form warm and positive relationships with staff. Children go to staff for comfort when they are upset. Babies use their key person as a secure base to explore the environment. Older children talk to staff about their home lives.
• Children with SEND are extremely well supported. Staff plan activities and opportunities that meet their individual needs. They work closely with other agencies to make sure that children receive the best possible start. Agencies working with the nursery comment on the excellent work that staff do to meet the needs of both the children and their families. Leaders and managers identify what support children need. Plans are in place to prepare children for their next stage of learning. Children with SEND achieve the best possible outcomes.
• Staff plan opportunities for children to develop good physical control and coordination. Children run and chase bubbles in the outside area. They squeeze play dough with their fingers. Older children use tools to prod and poke the dough. They learn to hold a pencil when mark making. Children develop their small-muscle skills.
• Staff plan opportunities for children to develop their independence skills. Young children learn to feed themselves with a spoon. Older children begin to serve themselves and use a knife and fork. Children learn to pour their own drinks. They find their coats and begin to try to put them on themselves. Children become independent learners.
• Leaders and managers have a clear focus on developing children's communication and language skills. Staff plan activities to teach children key words and listening skills. Overall, staff are skilled in their interactions with children. They speak clearly and use signs and symbols to support children's understanding. However, occasionally, staff ask younger children too many questions. This does not support children to have time to answer and use their language skills.
• Staff introduce children to mathematical language. They use the language of 'big' and 'small' and count objects with children. Staff introduce the language of time to older children. They ask, 'How long will that take to cook?', and comment on how long children need to brush their teeth. Children begin to use the language in their play and say, 'Dinner will be five minutes'.
• Leaders and managers use additional funding effectively. They identify the needs of children and put in place resources that support their developing needs. Staff provide equipment to meet the sensory needs of children with SEND.
• Families feel extremely well supported by the nursery. Parents comment that staff are fantastic and nothing is too much trouble. They say that staff are welcoming and approachable. Parents feel very well informed about their child's learning and their next steps. They report that they have formed positive relationships with their child's key person. Parents welcome the home learning packs that they receive. Some parents attend training sessions to enable them to continue their child's learning at home.

What the setting must and should do next

The provider should:

• support children's developing communication and language skills further, such as by using skilful questioning techniques and giving children time to think and respond.