Dean Bank Early Years

What is it like to attend this early years setting?

Leaders understand the diverse backgrounds and experiences that children and their families bring to nursery. This knowledge shapes the curriculum and individual care plans, which are carefully tailored to meet each child's needs, particularly those who are disadvantaged.

Planned activities focus closely on the areas where children require the most support. Staff, generally, adapt the environment and learning experiences based on children's interests and abilities. Interventions, such as small-group work and individual 'work station' activities, help children to develop specific skills. This helps to ensure that gaps in learning are quickly narrowed. Overall, all children are supported well to build on what they already know and can do. They develop the skills needed to move confidently into school.

Staff are kind, patient and caring. They create a welcoming environment where children feel safe and valued and develop a love of learning. Children returning after the summer break settle quickly into nursery routines, while new children grow in confidence as they become increasingly familiar with the environment and staff. There is a strong focus on supporting children's well-being. Staff encourage children to try new, nutritious foods and support them to brush their teeth. They ensure that children get plenty of fresh air and exercise. Children develop good habits that support their physical health well.

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

• Planned activities have clear aims. For instance, painting outdoors is carefully designed to encourage children's coordination and control of their arms and hands, in preparation for early writing. Staff also support children's independent play well. For example, they model new words and ask skilful questions to broaden children's vocabulary. This contributes to children's good achievement.
• The curriculum is carefully adapted to support children who need additional help, including those who have special educational needs and/or disabilities. Some children begin nursery with lower levels of development in their language and physical skills. Staff prioritise these areas of development when children first start. This helps children to make swift progress from their starting points and catch up.
• Overall, children are keen to learn and are consistently busy at play. However, some children are less confident or choose not to join in adult-led, group activities. They, occasionally, miss out on the high-quality teaching that others benefit from. Staff do not consistently encourage all children to fully access the learning opportunities available to help them to make the best possible progress.
• Professional development is precisely focused and has a clear impact on practice. For example, after identifying children's mathematical development as an area for improvement, leaders worked with staff to strengthen this part of the curriculum. Children now develop a deeper understanding of mathematical concepts, such as comparing numbers and size during play.
• Leaders make thoughtful use of additional funding to enrich children's experiences. For example, trips to the beach and pantomime provide opportunities that some children may not otherwise have. This helps to broaden children's understanding of the world around them.
• Staff appreciate the support they receive, particularly during times of change. Leaders recognise the pressures that staff face and actively promote their well-being through supervision and team discussions. This helps staff to continue to feel valued and motivated. Their high morale and positive attitudes help children to feel safe and secure in their care.
• Overall, staff form positive relationships with children and families. However, the key-person system is not always implemented promptly, particularly for new children or during staff changes. While children remain happy and settled, this can delay the development of secure relationships and slow the flow of information between home and nursery.
• The nursery actively promotes inclusion and respect for individuality. Children learn to celebrate and value their identities. Staff talk to them about their differences, such as wearing glasses or having different hairstyles, and use these opportunities to discuss and celebrate diversity. This helps children to develop pride in who they are, while also learning to respect others.
• Mealtimes are calm, sociable experiences. Staff sit alongside children, model conversation and encourage healthy eating. Children learn responsibility when, for example, serving food and clearing their plates. Staff consistently reinforce good manners and expectations. Children develop good social skills that prepare them well for later life.

What the setting must and should do next

The provider should:

• encourage all children to participate fully in activities so they benefit equally from the high-quality education provided
• strengthen the consistency of key-person arrangements, particularly for new children and during staff changes.