Cumnor Preschool Nursery

What is it like to attend this early years setting?

Children arrive confident and happy, ready for their day at the setting. They excitedly run through the gate and are greeted by friendly staff. Children show that they know the routine well. They put their belongings away and choose activities staff have planned. Staff have strong bonds with the children, and children show that they feel safe and secure. They seek out staff if they need comfort or reassurance.

Staff have high expectations for children's behaviour and development. Children behave well. They listen to staff and follow instructions. Children have a positive attitude toward learning and make good progress from their starting points. Staff engage well with children as they play. This supports children to stay at activities for extended periods of time.

Staff provide children with a good range of new and exciting experiences that capture their imaginations. For example, children have been learning about the life-cycle of butterflies. They followed their own caterpillars through their journey to become butterflies. Children excitedly gather around as the butterflies emerge from their cocoons. Children discuss how the butterflies look and that they cannot fly yet as their wings are damp. During carpet time, children recall the journey the butterflies have been on during their transformation.

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

• The management team has clearly defined their roles and responsibilities which ensure the smooth running of the nursery. The implementation of the well-planned curriculum is regularly evaluated to meet the needs of the children that attend. Activities are planned around children's interests and focus on areas that they are less confident with. Staff recognise that children are exposed to technology. However, online safety is not yet included in the curriculum.
• Staff support children's communication and language well. Staff talk to children about what they are doing and ask questions, giving children time to think and respond. They recognise children's different communication styles and adapt their approach to support these. Children who learn English as an additional language make good progress. Staff work with parents and use words from their home language. Visual timetables are also used to help children understand what is happening throughout the day.
• Staff encourage children to use their imaginations through play. For example, children throw shredded paper in the air and pretend it is snow. They jump around excitedly, laughing with their friends as the 'snow' falls around them.
• Mathematics is incorporated into activities that capture children's interests. Trains are numbered, children link numbered carriages together to help them understand number order. A dinosaur activity encourages children to match numbers and quantities. Children count as they sort the dinosaurs into groups. Staff encourage them to add and take away dinosaurs and count the outcome.
• Staff support children to recognise their personal, social and emotional needs. They talk to children about how they feel and how their actions affect others. Staff plan activities to help children understand their emotions. They encourage children to take turns and share through small group games. For example, children play a colour matching game. They patiently wait while their friends take their turns.
• Children are supported to lead healthy lifestyles. Staff plan activities to help children develop their physical skills. Children enjoy spending time in the garden, riding on scooters and in cars, and playing with their friends. Children skilfully navigate an obstacle course. They wait for their turn and proudly show adults how they use their balance and co-ordination to move around the course.
• Staff support children with special educational needs and/or disabilities (SEND) well. When staff recognise delays with children's development, they work with parents to provide consistency in supporting children's progress. Staff contact other agencies and make referrals to ensure that children get the help and support they need in the quickest time possible. This means that children with SEND make good progress.
• Staff provide parents with daily verbal feedback. Updates on the nursery app provide parents with information about their child's progress. Feedback forms provide opportunities for parents to say what changes they would like to see. Staff then use this information to evaluate the setting and meet the needs of children and their families.

What the setting must and should do next

The provider should:

• develop the curriculum to ensure children have opportunities to learn how to stay safe online