Darfield Family Centre Nursery

What is it like to attend this early years setting?

Children progress exceptionally well at this setting. They settle in very quickly and are comfortable and happy. Children thrive within the secure attachments of their key workers. They respond well to others, suggesting play ideas while exploring raspberries in play dough. Children are comfortable and communicate when they have toileting accidents, need drinks or wish to wash their hands after finger painting. They receive high levels of care. Children beam with confidence as they explore the setting freely, displaying a strong sense of positive emotional well-being.

Children are kind and friendly. They play cooperatively with one another. They mirror the inclusive behaviour, celebrating the inviting culture of the setting. They are receptive to staff and share stories with their friends. Children act out familiar stories while reciting words and phrases they have learned. They respect their environment and play with awe and wonder. Children show that they have a love for books and singing. Their environment is rich in language opportunities. Teaching skills support children's growing abilities to communicate effectively. Children have an enriched start to their education through attending this setting.

The curriculum's aims for children are clear, measurable and ambitious. It effectively informs teaching for all children, promoting success that is individual to each child. Milestones of learning are appropriately challenging. Children make vast progress from their starting points. Children engage in a variety of activities to practise physical skills such as digging, pouring and riding on trikes. Children concentrate on activities, both indoors and outdoors. They become confident learners and are resilient risk takers with positive attitudes to learning.

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

• The curriculum has a heightened focus on language development. Staff engage children effectively to use speech sounds, sing and join in with discussions. For example, they learn about new objects within their curiosity corner, share magnets from holidays around the world and identify correct flash cards by matching audio sounds played to them. Children demonstrate that their comprehension, listening and attention skills are advanced.
• Children are familiar with core books of the setting. Core books and songs enhance play ideas, both indoors and outdoors. Children's yoga sessions, outdoor play, story times, and play dough and baking activities are influenced by core stories and songs. Children make connections to their real-life experiences. They sing while playing and display a love for books. Children are confident communicators from a young age. Speaking skills are very strong.
• Snack time is rich in endless learning opportunities. Teaching is highly effective as staff join children at their dining table. They engage children to enjoy healthy meals by skilfully questioning and role modelling. They encourage independence through prompting children to pour drinks, drink from open cups, peel fruit and spread butter on toast. Conversation is rich as children share ideas, recall past events and suggest play ideas for future events. Children learn responsibility as they serve themselves and clear away once finished. Children are highly self-sufficient with impeccable physical skills from a young age.
• Staff are nurturing and caring. Time is taken to support children to understand reasons to behave well and join in with hygiene practices. Teaching is adapted to best support children's understanding. For example, they prompt the next steps of the routine to be taken, testing children's knowledge of what to do next. Younger children sing handwashing songs to learn the steps correctly. Children are happy and healthy.
• Boundaries of behaviour are clear and consistent. Staff patiently explain reasons to be calm and support children to take deep breaths when they become frustrated. Children are reassured and are given time to self-regulate before trying again. Children learn how to manage their feelings as they take turns on the hammock and tyre swing. They are reminded about how to make others feel happy and included. Children are resilient and behave exceptionally well.
• Leadership is highly effective. The setting succeeds in enriching outcomes for staff, children and their families. Training improves practice and parenting skills to support children's specific needs. All children receive consistent care and learning, both in the setting and within their home environment. Next steps of learning are shared. Resources and care packs support children to overcome challenges to their health and education. Children move on to school with advanced skills to support them in their future learning. Staff, children and parents are extremely happy.