Edith Rose Nurseries Ltd Ascot

What is it like to attend this early years setting?

The nursery stands out for its warm, welcoming and homely environment. Leaders and staff create a safe and supportive space where children feel valued and respected. All children, regardless of any additional needs or individual challenges, receive the necessary support. Any gaps in children's development are swiftly identified and additional support sought. The setting's distinct character is rooted in its child-centred ethos, where every child is valued and their needs come first. Staff build strong, trusting relationships with children. They create a calm, purposeful environment where children feel secure. They are confident to explore, have fun and learn. They talk about emotions and learn how to support others who may be feeling sad.

Children have tremendous fun as staff provide unique opportunities for them to paint with their hands and feet. Children splash, spread paint with their fingers and toes, and slip around on the paint. They enjoy pretending to be ice skating. Staff are good role models who teach children new words as they play such as 'slippery', 'yukky' and 'slidey'. Children develop a good sense of taking considered risks. Staff remind them to hold their hand as they slide about and be careful of other children who may be enjoying a quieter approach to the activity.

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

• Leaders and staff deliver a well-sequenced and ambitious curriculum that supports children to make strong progress across all areas of learning. They plan activities that reflect children's interests and developmental stages. Staff make effective use of resources to build on what children know and can do. They adapt teaching to meet a wide range of needs, including for children with special educational needs and/or disabilities. Staff provide sensitive support to promote inclusion and participation. Subsequently all children achieve well and develop skills to support the next stage in their learning and, when the time comes, be ready for school.
• Children show growing independence in their self-care. They manage personal hygiene, independently wash their hands and serve themselves food. Older children brush their teeth after lunch and learn about good oral health routines, helping children develop responsibility and confidence. Staff support children to be ready for school. Children recognise their names, listen well in group times and follow instructions with increasing maturity.
• Children enthusiastically join in singing sessions and know a number of songs and rhymes where they copy actions. Children develop a love of books and reading from a young age. Staff support this love of reading by offering good-quality books in each room and providing a lending library for older children. The library is used effectively by the children, who enjoy taking books home to share with their families. This supports children to build on their early literacy skills and build bonds with the nursery.
• Toddlers build confidence in their physical skills as they navigate equipment and develop their coordination. Leaders and staff ensure that children spend and enjoy time outdoors. Children excitedly chase each other on trikes, play in water and scoop spaghetti and lentils into pans. However, staff do not consistently ensure resources are suitably available. This means that the range of potential learning opportunities available outdoors is not always maximised.
• Overall, children are familiar with routines. For example, they line up with their peers ready to go out into the garden. However, at times, some children wait for longer than necessary. Staff do not always prepare for these transitions effectively. This means that some children struggle to stay focused and can become a little disruptive.
• Partnerships with parents and external agencies are strong. Staff and leaders work together to ensure timely referrals and individualised support. This supports a joined up approach to support children's learning and development. Parents feel well informed about their children's progress and appreciate the care and attention staff provide.
• Continued professional development is important to leaders and staff. They are committed, highly qualified and continue to strive to extend their knowledge through training. Leaders are very reflective and are passionate about providing the best service to children and families.

What the setting must and should do next

The provider should:

• support staff to develop the curriculum for the outdoor area further, to provide targeted learning experiences for children who prefer to play and learn outside
• review and strengthen the organisation of transition times to ensure that children are not waiting for extended periods of time and remain focused in their learning.