Culford Nursery

What is it like to attend this early years setting?

Children are well settled, relaxed and happy. They demonstrate their close emotional attachments to staff. Children readily climb on their laps for cuddles and to share stories together. They point to the pictures of the mermaid in the book and compare their hair colours with their friends. Other children use their senses as they investigate natural resources. They independently explore the textures of shells before giving one to each of the staff in the room.

Children enjoy jumping in puddles as they walk to the woodland area for a forest school session. Staff introduce new words, such as 'squelchy', as they discuss the feel of the forest floor. Children sit on logs as they join in with the interactive story of 'Room on the Broom'. Staff invite children to create their own 'magic potions' in the forest. They mix together water and 'magic' powder, and explore their creation using their hands. Children learn to take risks as they climb on the logs, holding adults' hands for support. Other children demonstrate curiosity and wonder as they eagerly search the forest undergrowth. Children use their imagination as they find smooth pebbles; they eagerly explain to staff that it is a 'dinosaur egg'.

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

• Children benefit from a wealth of exciting opportunities, such as weekly forest school sessions, ballet, music, and movement sessions. These activities help children to learn about the natural world around them and to be creative, as well as supporting their physical well-being. As a result, children are keen and motivated to learn.
• Children's behaviour is good. Staff support children to follow instructions. They work together to tidy up before having lunch. Children thrive on the positive praise and encouragement staff offer. This helps to build their self-esteem and confidence. When children become tired and upset, staff are on hand to soothe and distract them.
• Children are offered a well-balanced and healthy diet. Clear procedures are implemented to ensure the safety of those children who have additional dietary requirements. Mealtimes are a sociable time within the nursery. Children learn about good eating habits as staff show them how to use cutlery correctly.
• Staff gather detailed information from parents to establish children's starting points before they join the nursery. This helps them to plan meaningful learning experiences that capture children's interests across the seven areas of learning. Staff know the children well and confidently talk about where they are in their learning.
• Staff help to extend children's vocabulary by building on the words children use. For example, when a child uses single words, staff repeat the word back, adding extra words into the sentence. This helps very young children to develop their understanding of how words link together to make a sentence. Older children benefit from two-way conversations. Staff ask the children questions and engage in meaningful conversations as they play and explore. However, staff have not yet explored further opportunities for children who speak English as an additional language to hear and use their home language in their play and learning.
• Parents praise the quality of care and education their children receive. They comment that their children are happy to attend and make good progress. Parents appreciate the notifications they receive about their child's day through an online platform. They comment that the nursery 'goes that extra mile' with the activities and experiences that they provide their children. Parents know what their children are learning and how they can support their learning at home.
• Leadership and management are good. The manager has a clear vision of what children need to learn. She reflects well on the quality of practice and is constantly looking at ways to improve. She ensures that all staff benefit from training to develop their knowledge and skills. Staff have the opportunity to share new knowledge with other staff. For example, when a staff member completes a Makaton sign language course, they make individual 'sign cards' for each room in the nursery to use. This helps to improve the consistency of teaching throughout the nursery.

What the setting must and should do next

The provider should:

• strengthen opportunities for all children who speak English as an additional language to develop and use their home language.