Daisy Maisies Chapelfield

What is it like to attend this early years setting?

Children are extremely well settled, thriving and happy at the nursery. They have very strong bonds with staff and with each other. Children have adapted well to the changes implemented due to the COVID-19 (coronavirus). They enter the nursery with excitement and confidence alongside their key person. Nursery routines and expectations are consistent and very well established. This is a contributing factor in children's exemplary behaviour and eagerness to learn. The high levels of patience and engagement they demonstrate are commendable. Children have learned about the importance of sharing, turn taking and being respectful to others. They show a great deal of genuine kindness and support to their peers. When children feel nervous crossing the balance beam they are gently supported with a guiding hand and words of reassurance from their friends.

Children have lots of opportunities to play outdoors and exercise their large muscles. They enjoy the challenge of learning to balance, skip, climb and jump when taking part in an obstacle course. Daily physical development sessions give children the chance to observe and discuss the effects that exercise has on their bodies. They learn about different foods and the importance of making healthy choices. Children are very well supervised and supported to take risks safely.

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

• Managers are clear about the things they want children to learn. They plan and sequence a curriculum that is exciting and unique. Frequent observations and assessments help managers to identify gaps in learning and any children that are at risk of falling behind. All children, including those with special educational needs and/or disabilities, make good progress.
• Managers ensure that children receive any additional funding they are entitled to. However, they do not always consider how it can be used to better support individual children's learning needs. This means it is not clear what impact additional funding is having on some disadvantaged children.
• Communication and language development is a focus at the nursery. Younger children frequently join in with familiar songs and rhymes. They sit for impressive periods of time, listening intently to stories they enjoy. Older children learn the meanings of new and interesting words, such as 'explode.' They are developing the skills they need to be confident communicators.
• Children's mathematical skills are very good. They eagerly count in sequence, recognise numerals and use objects to add and subtract. Children sing and role play familiar number songs with a great deal of confidence. Older children practise their early writing skills as they learn to form some numerals correctly.
• Children are determined and highly motivated. Babies have a can-do attitude when learning how to use tools to manipulate dough. They observe staff modelling the correct way and copy them carefully. They are persistent when they find it difficult at first. Older children develop their resilience when learning to walk while carrying a bean bag balanced on top of a bat. They keep trying and are excited when they achieve their goal. Children have high levels of self-esteem and ambition.
• Children are developing a good level of independence. They tend to their own care needs, put on their shoes and help to apply sun cream. Older children learn to follow written instructions when making dough independently. They are quickly developing the skills they need for the next stage in their learning.
• Arrangements for supervision, coaching and mentoring are in place. Staff have regular opportunities to access training and further their professional development. However, the feedback staff receive on their performance is not consistently focused on raising the quality of education even higher. This means, occasionally, staff do not extend activities to fully challenge the most-able children.
• Partnerships with parents are effective. Parents are happy with the quality of care provided for their children. Although they do not enter the nursery playrooms anymore, due to COVID-19, they still feel involved in children's learning. Parents receive frequent updates about the nursery and have lots of opportunities to share their views and opinions.

What the setting must and should do next

The provider should:

• use additional funding even more effectively to directly support children's individual needs and development
• provide staff with more specific feedback during supervisions in order to raise the quality of education to an even higher level.