Eastwood Neighbourhood Nursey CIO

What is it like to attend this early years setting?

Staff warmly welcome children into this caring and nurturing nursery. Children confidently greet the friendly staff at the door and happily walk to their playrooms. They quickly settle and choose what they would like to play with, or sit down for some breakfast. Staff build very strong bonds with the children and their families. This helps children to feel supported and valued. For example, babies snuggle into their key person for reassurance while they fall asleep. Older children regularly talk to staff about their interests while playing.

Staff help children to understand about how to lead healthy lifestyles. They provide many opportunities for children to be physically active. For example, toddlers practise their balancing skills while they step onto different-sized stepping stones, and pre-school children enjoy racing games in preparation for sports day. Staff provide children with a variety of healthy food options. Older children choose from a range of fruit for snack. They skilfully thread the fruit onto kebab sticks and talk about their favourite fruit.

Staff support children to follow age-appropriate nursery rules. Children demonstrate their understanding of this by turning their 'listening ears' on with a 'click' during group time. Staff have high expectations of children's behaviour and children show kindness and respect to those around them. For example, children say 'thank you' as staff pass them their plate for lunch.

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

• The manager and deputy manager have created a curriculum that centres around the needs of individual children. Children are provided with a range of activities which help them to build their skills and knowledge over time. For example, children learn to drink from cups with no lids before they move to the pre-school room. However, at times, staff do not always consider what they want children to learn and why. This means children are not always fully engaged in activities to extend their learning even further.
• Staff provide many opportunities for mathematics. They use mathematical language continuously during everyday routines and activities. For example, older children learn about sequencing as they chalk patterns in the outdoor play area. They can recognise what the next colour in the pattern is, saying 'blue, green, blue, green'. Consequently, children are developing a good knowledge of mathematical concepts.
• The manager and senior leadership team hold staff well-being in high regard. Regular supervisions and an open-door policy ensure staff feel valued and respected. Staff say they feel very well supported and take enjoyment in their roles. Staff morale is high.
• Parents comment that staff 'make nursery feel like a second home'. Parents attend regular fun days and open days. They are well informed about their child's progress and any additional support they may need. Parents are overwhelmingly happy with the care children receive and say the manager and the staff go above and beyond in the support they provide to families. As a result, parent partnership is a strength at this nursery.
• Staff support children well with transitions to school. For example, staff have created an area where children can practise putting on school uniforms from local schools. Photos are displayed of their new schools to help children know what they look like. Staff liaise with teachers about children's interests and needs, including those with special educational needs and/or disabilities (SEND). This helps to support children with this next stage of learning.
• Children of all ages enjoy looking at books. Staff share stories with children and sing familiar nursery rhymes. For example, during group time, children know to sing 'Five little speckled frogs' when they select the frog out of the song box. Staff model the correct language, introduce new vocabulary, and ask a good range of questions to extend children's language. This means children are continually developing their communication and language skills.
• Managers and staff have effective systems in place to assess children's development. They gather information about children's starting points with parents. Staff carry out regular assessments of children's progress and any gaps in learning are swiftly identified. Intervention sessions are put in place. For example, children who need support with communication and language skills take part in 'time to talk' sessions.
• Children with SEND are supported extremely well and make excellent progress. Staff work closely with professionals from outside agencies involved in their care. This means children's needs are consistently reviewed and plans implemented to support their learning are excellent.

What the setting must and should do next

The provider should:

• support staff to understand the learning intent of all activities to ensure children are fully engaged in their learning.