Crosslands Nursery

What is it like to attend this early years setting?

Children choose from a range of challenging and interesting activities, both indoors and outdoors. For example, young children learn to play imaginatively with others. They hold up toys, such as fairies and witches, and staff skilfully provide a narrative to support their play. Children behave well. They develop positive attitudes to their learning. For instance, older children follow instructions intently. They develop their small-hand muscles and use their senses when making dough. Staff develop children's vocabulary effectively. They introduce children to new words, such as 'squeeze' and 'squash' as they mix their ingredients.

Children benefit from consistently high expectations from staff. For example, staff encourage them to keep trying when learning to manage their personal needs. They give precise instructions and children persevere, such as when learning how to zip up their coats. Children demonstrate good independence skills in relation to their age. Children show that they feel safe and secure in nursery. They arrive happily and they are eager to explore the environment. They develop strong bonds with their key person. Staff know their key children well and they are attentive to their care needs.

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

• Staff have a good understanding of how to support children's language development. For example, they consistently use simple language with young children. At routine times, staff give instructions, such as 'hat on'. They accompany this with gestures. This helps young children to understand what staff expect and it develops children's growing vocabulary well.
• Managers develop good practice to ensure that staff support children with special educational needs and/or disabilities (SEND) effectively. For example, the manager promptly seeks advice and support from professionals. She provides guidance to staff, such as inclusion plans. These help to ensure that staff interactions are consistent and supportive. Children with SEND make good progress from their starting points.
• Staff demonstrate a good understanding of the impact of the COVID-19 pandemic. For instance, they recognise that children need further support with their personal and social development. Staff help children to learn to take turns and express their feelings. Children enjoy playing group games. They begin to talk about emotions, such as 'angry' and 'proud', and they learn to identify these during their everyday experiences.
• Overall, children make good progress in their learning. However, on occasion, staff do not identify incidental opportunities where they can extend children's knowledge and skills further.
• Parents report that they are very happy with their children's care. Staff provide guidance to help them support their children's self-care. For example, they share information with parents about signs to look for, which may indicate that their child is ready to learn to use the toilet. Staff then work in partnership with parents to establish a joint approach to toilet training.
• The manager has a secure understanding of the unique experiences of the children who attend. She uses local authority funding well to help to close gaps in children's learning. For example, some children have had less opportunity to develop their physical skills, due to restricted access to outdoor space during COVID-19. Other children have had little opportunity to explore their community. The manager uses funding to purchase equipment to promote children's physical development, such as bicycles. Staff take children on regular outings in the local area. This is helping to develop their confidence.
• On the whole, children enjoy the opportunities that they have to learn and explore. However, on occasion, the organisation of group activity times, mean that children do not all have equal opportunities to access activities, such as sensory and creative play. This is not fully effective in helping them to work towards the next steps in their learning.
• Staff report that they feel well supported in their roles. The manager ensures that they have access to high quality professional development. For example, newly-appointed staff benefit from structured coaching and mentoring. Staff also have regular opportunities to observe each other and provide feedback to help improve their practice further.

What the setting must and should do next

The provider should:

• review the organisation of group activities to ensure equal access to these learning opportunities for all children
• strengthen staff understanding of how to use incidental opportunities more effectively to help children develop the knowledge and skills they need for their future learning.