Emma's Day Nursery Pre-School

What is it like to attend this early years setting?

Children thrive in the nurturing and rich learning environment. Practitioners build on children's emotional security as they welcome them warmly. They provide children with an understanding of how others might feel on their first day. Younger children feel completely safe and secure. They seek out practitioners for cuddles and reassurance as they quickly settle in at the pre-school. Older children demonstrate exceptional confidence and independence. They wave goodbye to their parents and happily set up their own activities.

Leaders devise a curriculum that is exceptionally broad and ambitious. They provide children with a wealth of meaningful learning experiences. For example, children learn to sing nursery rhymes in different languages. Knowledgeable practitioners link this learning to previous experiences to consolidate their understanding. Children learn about countries and can identify a range of different flags. Children consistently benefit from purposefully planned activities.

Children behave remarkably well. Practitioners consistently implement 'golden rules' and provide children with gentle reminders. These expectations are embedded throughout the pre-school. Older children expertly explain why it is important not to run inside. Children demonstrate high levels of respect for the environment and those around them.

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

• The intended curriculum is securely embedded throughout the pre-school. Practitioners know children exceptionally well and plan activities effectively. They recognise that children learn differently. Practitioners create an environment where all children consistently receive high-quality learning experiences. Practitioners provide children with numerous opportunities to learn and extend skills such as counting and measuring. This increases children's understanding of mathematics and supports their preparation for school. Children make excellent progress as they prepare for the next stage of their education.
• Practitioners are animated and enthusiastic throughout their practice. They engage children in immersive story-telling experiences. Children listen attentively and participate with excitement. They begin to recognise significant characters and repeat common phrases with joy. Children demonstrate exceptional understanding of different narratives and begin to tell stories themselves. Children develop a strong love of reading.
• Children consistently use new language and vocabulary. Practitioners engage children in conversations and frequently extend their play. For example, they use words such as 'gigantic' and 'delicious' during an imaginative café game. Furthermore, children are regularly introduced to new letters and sounds.
• Children demonstrate their knowledge by remembering sounds and recognising words. Young children begin to identify letters from their names and even choose to practise writing them. Literacy skills are superbly increased.
• Children demonstrate highly positive attitudes to learning. They remain engaged in their activities for long periods. Practitioners support this by consistently noticing and acting on moments where they can extend children's learning. This increases children's motivation to learn more about the subject matter being taught. Children confidently ask questions and try hard to work things out for themselves.
• Practitioners provide opportunities for children to celebrate their accomplishments. Children share 'let's celebrate' moments and talk to their friends about artwork they have completed. Furthermore, practitioners teach children about their bodies and the importance of physical activity. Practitioners engage in specialised training to develop this already high-quality part of their curriculum. Children's personal development is fostered remarkably well.
• Parents speak highly of the pre-school. They discuss how involved they are with children's learning. This is because practitioners frequently engage with them about their children's progress. They also send learning folders home to provide ideas for activities at home. This means that parents can extend children's learning further. Children benefit from a shared approach to their early education.
• Leaders have designed a high-quality provision to support all children. They liaise closely with professionals such as health visitors and build strong partnerships with local schools. Where children have special educational needs and/or disabilities, practitioners work together to create precise individual plans for children. This ensures all children have full access to their early years educational entitlement. Children are supported in achieving the very best outcomes.
• Leaders champion the importance of well-being for their employees. Practitioners report that they feel valued and highly respected in their roles. Practitioners also know they have access to a counselling programme for support should they need it. Furthermore, practitioners have ongoing, consistent support to enhance their professional development. They receive individual training plans and have access to a wealth of courses to further extend their own teaching skills. Leadership is exemplary.