Davenport Lodge Nursery School

What is it like to attend this early years setting?

Staff ensure all children receive a warm welcome on arrival to the setting. They support children to settle quickly and encourage them to explore the learning opportunities and activities on offer. Staff skilfully support children to become keen learners, who are excited by the indoor and outdoor learning environments. Staff encourage children to do things for themselves. They successfully develop children's self-awareness. For example, children know that they need to put on their hats, coats and scarves to stay warm while they spend time outdoors. Staff are quick to respond to children's requests. Therefore, children gain the confidence to ask for help when they need some support to practise a new skill. For example, they ask staff to help them balance as they walk along a wooden plank. Staff recognise and praise children when they are kind and supportive to each other. They comment positively when children take turns to hold the hands of their friends as they practise their balancing skills.

Babies and very young children benefit from the nurturing approach across the setting. Staff implement gentle and consistent care routines that respect children's dignity. Positive and well-planned interactions contribute to children's emotional well-being. Children respond positively to staff and seek them out for comfort and as play partners. A highly effective key-person system further supports children's feelings of safety and security. This enables babies and children to become highly engaged in the play opportunities on offer. Staff support babies active play as they delight in climbing and crawling on the large play equipment available to them.

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

• Leaders have developed a clear and ambitious curriculum. There is a clear vision and leaders promote the setting's values across all aspects of provision. Leaders and staff have high expectations of all children, including those with special educational needs and/or disabilities (SEND). Leaders ensure that staff have good working knowledge of child development in order to effectively support teaching and learning. Children make good progress across all seven areas of learning.
• Staff say that leaders support them and promote their well-being. They are given opportunities for their professional development, to enhance their existing skills and knowledge. New staff say that they are helped to settle quickly into their roles.
• The experienced special educational needs coordinator supports staff to swiftly identify any concerns about children's development. They work in close partnership with parents and external agencies to ensure that children promptly get the support they need. As a result of this, children with SEND make strong progress.
• Children are well supported to develop their independence. Staff are mindful of children's differing levels of development. They offer just the right amount of support for children to get involved in their personal care. At snack and mealtimes, younger children are encouraged to feed themselves. Older children are praised for having a go at putting on their coats when getting ready to go outdoors.
• Staff plan many opportunities for adventurous play. They encourage children to develop their strength and stamina through physical and active experiences. Children confidently climb, slide, run and jump. Older children delight in using balance bikes and are able to skilfully negotiate obstacles. They understand the need to keep everyone safe, and talk about a 'traffic jam' when many children are using the wheeled toys.
• Staff provide many opportunities for children to mark make using various resources. However, they do not consistently support children's freedom of expression. There is a lack of awareness across the staff team of the importance of enabling children to develop their own thoughts and ideas through creative experiences.
• Children behave well. Staff consistently communicate clear expectations. They skilfully support children to think about how their actions impact others. Children demonstrate a clear understanding of making the right choices. They are thoughtful and respond positively to staff members and their peers.
• Staff are strong role models for communication and language. Singing and stories are an important part of the daily routine across the setting. Staff use Makaton to increase children's access to the curriculum. They introduce new words and maximise every opportunity to support the development of children's vocabulary.
• Parents are delighted with the service. They appreciate the kind, nurturing and efficient staff. Parents state that their children are happy and excited to attend. They particularly like the opportunity they have had to visit the setting during recent coffee morning sessions.

What the setting must and should do next

The provider should:

• support staff to further develop their understanding of the importance of promoting children's own ideas, imaginations and creativity through their original artwork and mark-making designs.