Edith Rose Nurseries Ltd Windsor

What is it like to attend this early years setting?

Leaders create a caring and nurturing nursery. Children are welcomed and quickly settle, enjoying the variety of exciting activities as they feel safe and secure. Children develop close relationships with staff who know them well, and they enjoy time together. Babies seek out their key person for a cuddle when they need reassurance.

The ambitious curriculum builds children's knowledge and skills over time. Managers have a vision for what children need to learn and when. Children are ready for their next stage in education. Baby room staff prioritise children's independence, communication and physical development. Babies quickly learn to copy hand signs to communicate their needs and feelings. As children get ready for school, they learn to recognise names, numbers and sounds in words. Managers liaise with the local schools to find out how the nursery can help children to prepare.

Children benefit from enriching outings in the area. Trips to feed the ducks allow for new words to be introduced. Children learn about their community, such as visiting the local care home, changing of the guard or visiting the local department store at Christmas time. These allow children to have the best start and enable all to experience an enriching curriculum.

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

• Communication and language development is a priority. Children enjoy storytelling and singing. They listen carefully and join in when staff leave gaps to encourage them to roar like a lion or jump up when they hear 'hop, hop, hop'. Staff encourage children to learn language by repeating back words correctly. Children demonstrate understanding as they listen and respond.
• Leaders identify intent in their curriculum. However, there is some inconsistency of the skills among the staff team when implementing adult-led activities. For instance, on occasion, staff do not provide the targeted support needed for children to benefit fully from from the intended learning.
• Children with special educational needs and/or disabilities (SEND) make excellent progress. Staff quickly identify emerging concerns and talk with parents. They work closely with other professionals to provide targeted support. This includes speech and language therapy and sharing information with other settings.
• Staff are consistent in reminding children how to behave well, and this supports them to understand their own feelings and those of others. Children follow the routines of the day as they understand what is expected. Children learn to participate, and they respond to requests from staff.
• Leaders prioritise the well-being of children, staff and families. They provide an extensive range of activities for staff, including coaching to support stress and anxiety. They encourage staff to compliment each other and build teamwork. Staff say managers make things fun. Parents notice the well-being of staff because they are happy, motivated and have lots of energy for the children.
• Relationships with parents are collaborative and they describe the nursery as a home from home. Information is shared regularly about their child's development and how to support this at home. Parents are delighted with the progress children make and agree that this is because they come to this nursery.
• Key persons know their children well. They understand their interests, make accurate assessments of what children can do and identify gaps in development. This information is used to provide activities that hold children's attention. Children eagerly concentrate when cracking dinosaurs out of ice eggs. Children listen and answer questions about what they notice. Younger babies are encouraged to develop balance by climbing up and down soft steps. Staff praise children highly when they achieve this and are encouraged to have another go.
• Leaders are reflective and not complacent. They work together to identify areas for improvement. Parents' views are important, and they act on these. Leaders are proud of the training opportunities and mentoring offered to staff. Staff talk about how they use new knowledge to improve their teaching.

What the setting must and should do next

The provider should:

• target support more precisely to address minor inconsistencies in the implementation of the early years curriculum.