East Dereham Day Nursery

What is it like to attend this early years setting?

Children arrive happily at the nursery, waving goodbye to their parents as familiar staff members warmly greet them. They demonstrate a strong sense of security and well-being, feeling safe and settled in the environment. This is supported by the positive relationships they have formed with staff, which foster a sense of trust and emotional stability.

The leadership team has developed a clear and well-communicated curriculum that is effectively shared with staff, ensuring a consistent approach to children's learning. As a result, children engage in a wide range of exciting activities and experiences that spark their interests and curiosity. For example, they watch in wonder as butterflies emerge from their chrysalises, prompting thoughtful discussions about their features and how they use their long, tube-like tongues to sip juice from orange segments. These meaningful, hands-on experiences support children in learning about and exploring the natural world.

Children behave well and understand what is expected of them. Staff give clear messages about rules and the importance of taking turns, which helps children learn to cooperate with others. As a result, children build strong friendships and play together calmly and respectfully.

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

• Children demonstrate a love of books and stories. Older children confidently talk about their favourite authors and the books they have written, showing a clear understanding of story structure and content. They recall that the illustrator 'draws the pictures' and the author 'writes the words', demonstrating their growing knowledge of how books are made. As they listen to and read stories, they anticipate what might happen next and enjoy reciting familiar phrases and refrains. These experiences play a valuable role in supporting their literacy development.
• Staff prioritise children's physical development by creating an environment that encourages exploration and risk taking. For example, indoor climbing apparatus helps young children learn to manage risk and build confidence in their abilities. Children enjoy digging and building in the sandpit and using age-appropriate play equipment outdoors. Sensory activities, such as manipulating play dough, support fine motor skills. Children use scissors to cut herbs and add them to the dough, noticing different smells. They tell each other that one herb smells like toothpaste.
• Children are familiar with the routines of the day. For instance, when the music plays, they recognise it as the signal for tidy-up time and sing along as they enthusiastically pack away the toys. This routine helps children develop a sense of responsibility and understand the importance of looking after their environment. For those reluctant to tidy up, particularly when deeply engaged in building or creating, staff respond with sensitivity and offer to place their models safely on a shelf. This allows children to continue their play later, supporting emotional well-being and valuing their creativity.
• Staff support children's communication and language development effectively. They model clear speech and regularly repeat words back to children, helping them link language to their actions. For example, when babies play with large silver balls, staff describe what they are doing, to build early vocabulary. Older children are exposed to a wide range of words and show they can confidently understand and use new language. They use complex vocabulary, such as 'chrysalis,' demonstrating growing language skills. As a result, children are becoming confident communicators.
• Children develop warm and trusting relationships with staff and enjoy including them in their play. For example, children confidently ask staff for help when building tall towers with foam bricks. However, there are times when staff over-direct activities and children's play instead of encouraging children to explore, solve problems, and try their own ideas. This limits opportunities for children to develop independence and enhance their thinking during play.
• Partnerships with parents are strong. Parents appreciate the communication they receive from the nursery, which supports them in helping their children learn at home. Children benefit from the book-lending library, selecting books to take home and share with their families, which encourages a love of reading beyond the nursery.

What the setting must and should do next

The provider should:

• support staff to build on their teaching and interactions by providing more opportunities for children to solve problems and think independently during play.