Fairmount Nursery (Clarkehouse)

What is it like to attend this early years setting?

Staff give a warm greeting to children as they arrive at this welcoming and inclusive nursery. They know children very well and chat with them about their homes and families as they confidently part from their parents. Children settle quickly and well from the start. They show that they feel safe and happy. Staff have high expectations of children's behaviour. They are excellent role models, who are calm and friendly. Children are kind and respectful towards each other and the adults who care for them. They learn to share and take turns during routines and their play.

Children delight in taking part in a wide range of fun and exciting activities at the nursery. For example, children listen intently to an inspiring presentation about space from an expert. They eagerly follow this up by drawing pictures which will be sent up into space in real life. This helps children to experience awe and wonder about the world and beyond. Children have a very positive attitude to their learning and are curious to find out more. For instance, they use books and pictures of planets to inform their drawings. Other examples of children investigating the wider world are when they send a parcel and write letters to other children at a nursery in Scotland. They are amazed to track the journey of their gifts.

Babies use their curiosity to explore using all of their senses. One example of this is when they see what happens when they press their hands into clay. Children find out about the similarities and differences between themselves and others. For instance, they taste foods from different cultures during Eid and Lunar New Year.

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

• Managers are dedicated and passionate about the nursery. They lead compassionately and solve problems as they arise across the nursery. Staff share their clear vision to strive for the very best quality of care that they can provide. They recognise the strong support that managers willingly give them for their well-being.
• All staff reflect together on ways to make further improvements to the nursery. For example, they have identified that children who learn best outdoors would benefit from an enriched environment. They worked as a team to create a stimulating play area outside where children can experience all areas of learning. There are further plans to enhance the use of the garden over time in consultation with parents and children.
• Partnerships with parents are highly effective. Parents comment that communication is very good. They welcome the informative and accessible termly reports about their children's progress. Staff use face-to-face daily updates and social media to help parents to know what their children are doing and how to help them at home. Parents value the family atmosphere and the friendliness of all staff. They say 'nothing is too much trouble'.
• Children, including those with special educational needs and/or disabilities, make good progress. Staff are aware of what children know and can do and what they need to do next. Overall, the interactions between staff and children are good. However, on occasions, staff do not consistently extend or enhance younger children's learning even further.
• The bonds between children and staff are strong. Babies move towards staff for cuddles. Older children seek out staff for reassurance. Staff offer plenty of praise and encouragement, for example, with 'high fives'. They value the key-person role, while also understanding the needs of all children in their care.
• Children's health and well-being is a priority. For instance, children benefit from daily exercise and fresh air. They follow good hygiene procedures, such as washing their hands before eating. Staff teach children about healthy food choices. Children enjoy nutritional and inviting meals. They have drinking water available throughout the day. Families are supported to find dental care. Staff guide parents to information about, for instance, childhood illnesses, weaning, help with sleep and reducing the use of dummies.
• Staff tailor settling-in procedures to help children to get off to a good start at the nursery. For example, they hold an initial telephone conversation with parents, before their first visit, to gather information about babies and children. Staff support children very well in their moves between rooms and on to school. They give parents information about what their children will be doing when they move to a new room. Staff create links to schools that children will be going to later in the year.
• Managers invite members of the community, such as dentists, to visit the nursery. They work closely with other professionals to help to secure the best outcomes for all children. This helps children to feel part of the wider community and to thrive.

What the setting must and should do next

The provider should:

• support staff to enhance their interactions with younger children even further, to help to consistently achieve the very best outcomes for children.