Dowry House Nursery School

What is it like to attend this early years setting?

Children arrive confident, happy and eager to learn because staff create a welcoming and inviting environment. Children and their families are welcomed each day by staff, who make sure that essential information is shared with parents. For example, staff share information about activities that children will be doing at nursery. This enables parents to continue these activities at home, which contributes to consistency in children's learning. Children settle quickly and take part in the wide range of activities and learning experiences on offer. Staff plan and deliver a curriculum that is ambitious for all children. Staff plan precisely for children's next steps in their learning.

Children develop excellent relationships with their key person. They thoroughly enjoy small-group activities and one-to-one time with their key person, who understands their needs. Children respond well to staff's clear instructions and expectations. Children develop good levels of independence. Staff encourage them to choose to play inside or outdoors. Children learn to put on their coats and hats before going out to play. They are busy, cooperate and learn with their friends. Children's behaviour is good. They take it in turns to navigate over tyres and crates, with help, praise and support from staff. Children play outside freely and enjoy the time to develop their large motor skills. For example, they run smiling in a large open space and play hopscotch with their friends. Children enjoy listening to stories. They share books with one another as they turn the pages and look at the pictures. Children also enjoy yoga, which instils a sense of calm. Children develop good posture and balance.

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

• Children have good opportunities to role play. They use their imagination well as they pretend to cook in the kitchen. Staff support and play alongside the children. They chat to the children about what they are doing and encourage them to play well together. This helps children to make friendships.
• Children behave well. Older children look out for and look after younger ones. For example, when children notice that others are having difficulty putting their coats on to go outdoors, they ask them if they would like some help. Older children also show acts of kindness as they invite younger, less-confident children to join them in their play.
• Staff help children to develop a good understanding of mathematical concepts. Children count in activities, write numbers and begin to make simple calculations. They excitedly count the number of buttons on the snowmen. Children call out excitedly that two and two make four. This helps to develop their early mathematical knowledge in readiness for school.
• The manager provides strong leadership for the staff team. He has an incredible knowledge of every child who attends the nursery. In his role as the special educational needs coordinator, he is extremely proactive in seeking early help for children, when needed. The manager and staff have built highly effective partnerships with other professionals and external agencies. This ensures that all children receive the help they require to make the best possible progress.
• Partnerships with parents are good. The staff team has developed close relationships with parents and put in place support for children and their families. Parents say that staff are very supportive and help them to understand how they can extend their children's learning at home. They are happy with the progress their children make at the nursery. Parents compliment staff on supporting their children to become more confident.
• Staff take their lead from children's interests and plan activities they know they will enjoy. The manager has a clear curriculum intent, which is to introduce rich opportunities to develop children's vocabulary. However, at times, staff do not always implement the curriculum intent. Staff do not always recognise when to interact and enhance their language with children. This does not fully promote and extend children's language opportunities further.
• The manager and staff regularly reflect on their practice and assess the quality of the provision. They are passionate about providing high-quality care and education. The manager and staff have high expectations for what children can achieve in this nursery. This has a positive impact on children's learning.
• Staff benefit from regular support and supervision and feel well supported by the manager. They receive feedback about their teaching practice and are given good opportunities to enhance further their professional development. This helps to raise staff morale and improves outcomes for children.

What the setting must and should do next

The provider should:

• develop the consistency of how staff enhance language opportunities when engaging and interacting with children, to fully support and extend each child's learning.