Early Adventures

What is it like to attend this early years setting?

Children are excited to arrive and explore this stimulating learning environment. All children form incredibly close bonds with the nurturing staff. When they arrive, babies giggle and smile, holding their arms out to their key staff. Older children cuddle up with staff and enjoy stories in the cosy reading area. Children with special educational needs and/or disabilities (SEND) develop particularly close relationships with their key staff, who remain with them throughout their time at the nursery.

Children of all ages demonstrate exceptionally high levels of independence. Babies help staff to lay out mats and blankets for nap time. Older children take on age-appropriate responsibilities within their rooms. For example, they are eager to set the table at lunchtime and serve meals and drinks to their friends.

Children are highly confident. Staff encourage babies and young children to explore climbing equipment in their rooms. They offer lots of praise for children's achievements and encourage them to support their friends by clapping and cheering their efforts. Pre-school children display particularly high levels of confidence. They engage exceptionally well with visitors. For example, children give visitors a tour of their pre-school environment. They introduce them to their class pets, enthusiastically explaining where they come from, and how their enclosures mimic their natural habitat.

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

• Partnerships with parents are of an exceptionally high standard. Managers and staff provide regular opportunities for families to engage in children's learning. For example, parents regularly visit children in their rooms. They are encouraged to join in routines, such as mealtimes. This enables parents to gather knowledge about how to further support children's progress at home. Staff have exceptionally strong knowledge of their children and their early experiences. They use this to plan exciting learning opportunities children may not otherwise receive. For example, children across all rooms have plenty of access to outdoor play. They eagerly engage in messy, sensory activities such as exploring slime and water play.
• Parents are highly complimentary about the nurturing care staff provide. They deeply appreciate the outstanding support staff offer to the entire family. Parents acknowledge the positive impact this has on children's well-being.
• Staff use highly effective methods of supporting children's knowledge of ways of life beyond their own. Children write letters and cards to friends in a rural nursery school. They share pictures and information about their different routines and environments. Parents are welcomed into the nursery to discuss different cultures and customs. Children are encouraged to explore their traditional clothing and sample a variety of different foods.
• Children with SEND are well supported in the nursery. Staff work exceptionally closely with carers and other professionals. They attend various meetings and undertake additional training to ensure children receive a high level of care. Staff attend other learning settings with their key children. They share information with other professionals and use this to enhance learning opportunities within the nursery. This supports all children to make good progress from their starting points.
• The management team is committed to supporting the development and well-being of staff. Managers conduct regular appraisals and supervisions on all staff. This enables them to identify training needs and areas of child development that staff would like to learn more about. Staff have access to a wide range of online and face-to-face training opportunities to enhance their knowledge. However, methods of coaching and mentoring are not consistent. Staff are not fully supported to identify ways to improve their teaching.
• Children behave well in the setting. They are kind and considerate, offering help to their friends and staff. For example, babies fetch comfort toys for their friends at nap time. Older children help staff to tidy up after meals and snacks and throughout the day. Children of all ages consistently demonstrate good manners. Staff are good role models. They are polite and respectful to children and other adults. However, when there are disputes over toys, staff do not always support children to understand the importance of taking turns.

What the setting must and should do next

The provider should:

• enhance current methods of coaching and support to enable staff to consistently identify areas to improve their practice
• better support children to identify appropriate ways to manage conflict in their play.