Discovery Vine Childcare

What is it like to attend this early years setting?

The ethos of this nursery is to focus on each child as an individual and help them to thrive. Children arrive at the nursery and are excited to see their friends. They eagerly greet staff with huge smiles and are keen to take part in activities. Children's desire to explore all areas of this high-quality nursery is infectious. Leaders have developed the outdoor area into a real adventure zone. Children relish being outdoors and are excited to dig and safely use real tools. Children manage their play exceptionally well while taking part in an assault course. They show excellent balancing skills as they confidently climb over large tyres. Children enjoy exploring water and sand. They play imaginative games and become 'patients' as they play doctors.

Due to the COVID-19 pandemic, leaders identify that children's personal, social and emotional development needs extra support. Staff prioritise supporting children's emotional well-being. Children confidently talk to staff about their feelings. They develop secure friendships, behave well and show positive attitudes towards their learning. Children are well prepared for their eventual move on to school.

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

• The manager is extremely passionate about her role, and she leads the nursery with determination and focus. She wants the very best outcomes for children and their families. Self-evaluation consistently considers the views of staff, parents and children. The manager has built respectful relationships. As a result, all feel valued and included.
• The curriculum is designed to help children become confident and independent. All staff share the desire to prepare children for school, and this is consistently embedded across the nursery.
• Children learn about the community. They participate in fundraising events and learn about the emergency services and important people in the community. These activities help children develop a respectful attitude. However, opportunities for children to celebrate the cultural background of their peers and learn about differences that exist in modern Britain have not been fully explored.
• Staff support children with special educational needs and/or disabilities (SEND) incredibly well. Excellent support is in place with external agencies, and leaders act swiftly to get the support children rightly deserve. Gaps in learning are targeted with precision, and leaders ensure that parents are fully involved. Children with SEND make good progress.
• Children access an abundance of books throughout the day. They relish in the sheer delight of sitting together quietly, relaxing on cushions and looking at books. Children love their regular visits to the local library and proudly explain how they take books home to share with their families. Children develop a tremendous love of reading.
• Staff support children's early literacy skills well. Children use their name cards to help them to copy their names onto their work. They work as a group to compose letters to send to their pen pals. Children are excited when a letter arrives for them in the post. They learn about the sounds that letters represent and how to form some letters. These experiences help children understand that print carries meaning.
• The curriculum for physical development is extremely strong. Children expertly climb on equipment and run around the garden. Staff demonstrate different ways to move, such as jumping and hopping, to help children stretch and strengthen their bodies. Children develop the strength in their hands as they hammer nails into wood and glue small items onto paper. Children enhance their strength and dexterity in their play.
• Parents are overwhelmingly positive about the nursery. They particularly like it when their children come home with an 'ask me about' sticker. This gives children the opportunity to engage in high-quality interactions with their families about their learning. Parents receive regular updates about their children's experiences. This helps to establish a consistent approach to learning.

What the setting must and should do next

The provider should:

• expand opportunities for children to learn about the cultures of those who attend and differences that exist in modern Britain.