Ellingham House Day Nursery

What is it like to attend this early years setting?

Children excitedly come into nursery and settle quickly. Very young children put their arms out for cuddles with their key person as soon as they arrive. All children have strong attachments to the warm and caring staff. Children are highly inquisitive and keen to explore. They behave well, and staff have high expectations of them. Children are given choices, and staff listen to their voices. For example, children are given choices about where to eat their snack.

Children develop a love of reading and looking at books from a very young age. Very young children explore different textures in their favourite 'That's Not My...' stories. Older children enjoy looking at books independently as they eagerly point out things in the pictures to their friends. Children's language and literacy skills are also supported by frequent singing. They sing nursery rhymes throughout the day with all the staff. Children's knowledge of nursery rhymes is built on skilfully as they move through the nursery from babies to pre-school.

Children frequently take part in activities outdoors. This helps children develop their physical skills as they move in a range of ways around the space. For example, children go on 'adventures' as they run with their arms spread out, pretending to be 'aeroplanes'.

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

• Children make good progress in their development. Staff support children's learning skilfully throughout the day, working on the immediate aspects they need to learn next. However, not all staff have an overview of the curriculum intentions across all seven areas of learning. This means that they do not have a fully secure understanding of the overall aims for learning.
• Children with special educational needs and/or disabilities have their needs met well by dedicated and passionate staff. Staff are in tune to exactly what children need. They support children's learning carefully to encourage them to take the next step. For example, children are supported as they join their peers for snack, and staff celebrate these new steps in children's development.
• Children develop their independence skills through everyday routines. For example, when they go out into the garden, children put on their own waterproofs and wellington boots. Children are encouraged to have a go at trickier aspects, such as doing zips for themselves. Adults then support the children, but ensure they complete the action by themselves to help them gain the skills they need.
• Staff skilfully support children's emotional development. Children take part in small-group activities based around the 'colour monster'. They think about how people may be feeling in different situations. Children are then encouraged to think about how they can apply this to their play. Staff ensure that when there are small conflicts, such as over a toy, all children feel listened to and valued. Children are then able to think through the effects of their actions and come up with solutions.
• Children learn mathematical concepts as they play and take part in different activities. For example, during snack, children have numerals to tell them how many pieces they can have. Children keenly recognise the numbers and count out the right number of pieces onto their plates.
• Staff really know the children and their families well. They ensure that settling-in periods, whether children are new to the nursery or transitioning between rooms, are tailored specifically to each child and their needs. Children are not rushed to transition if they are not settled, and staff ensure that time in the new room is built up slowly as required. This helps children feel safe and secure.
• Parents are exceptionally happy with the nursery. They comment on how supportive, approachable, kind and friendly the staff are. Parents explain that their children's nursery experience 'is that of a fairy tale' and they 'wouldn't go anywhere else'.
• The provision has recently been taken over by another company. The manager is supporting staff well, such as through supervision sessions and coaching. However, support for the manager from the new leadership team is at the initial stages.

What the setting must and should do next

The provider should:

• refine and strengthen staff's understanding of the curriculum intent to ensure they fully understand the overall aims for learning
• embed fully the support, training and coaching for the manager.