Fennies Blyth Road

What is it like to attend this early years setting?

Children are greeted warmly by staff when they arrive at nursery. Staff are positive role models and have high expectations of children. Children have good attitudes to their learning. For example, they enthusiastically join circle-time sessions to listen to stories. Children are excited to join in with singing their favourite nursery rhymes and add the actions which they have learned. Children reflect the behaviour of the staff team. Children are kind and considerate towards one another. They learn how to keep themselves safe. For example, staff support children to understand healthy practices, such as the importance of good oral hygiene.

Children know the daily routines and expectations. Staff use visual prompts and sign language to support children to know what is happening now and next. Children participate and help throughout the day. At mealtimes, for example, children serve themselves and, when they have eaten, they scrape any leftovers into the bin. Children's sleep routines are well supported in the way the space is organised and in staff's understanding of individual children's needs. Leaders have responded to parent concerns about staffing and communication when, on occasion, the nursery has been unable to accommodate all children on site. Leaders have taken steps to improve communication with parents and make arrangements to ensure continuity for children.

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

• Throughout the day, children enjoy a range of interesting and fun activities. Children are encouraged to be independent learners. They make choices about what they want to do and apply themselves fully to their learning. Staff consider each child's individual learning goals and use all opportunities available to support children to achieve their next steps in learning.
• Overall, the quality of education is good. Children have further opportunities to enjoy additional activities, such as yoga and Spanish. However, staff deployment and staffing issues mean that some staff do not get the time they need to further develop their knowledge and understanding of early years practice to help children to make even greater progress.
• Children with special educational needs and/or disabilities are well supported at the nursery. The special educational needs coordinator ensures that when concerns arise, staff make swift interventions to provide children with the help which they need and make referrals to external agencies if required.
• Children learn about respect and tolerance at the nursery. Staff emphasise to children the importance of sharing, turn-taking and being gentle with their friends. Children learn about differences and similarities. Their behaviour is positive. Children make friends and play together well with their peers.
• Children help each other to tidy up resources at the end of an activity. They develop their awareness of others and how to be mindful of their friends' different needs. Children know that they should wash their hands after being outside and before eating to promote their health and well-being. This helps children to develop key skills and prepare for their future learning and eventual move on to school.
• The kitchen team prepares nutritionally balanced meals from fresh ingredients on site. Children eat well, and staff encourage them to try new foods. All children are encouraged to feed themselves, which helps them to develop their coordination. Staff are aware of children's allergies and dietary preferences. They support children's understanding and management of their individual dietary requirements.
• Staff encourage children to be physically active. They plan the outdoor spaces to offer children plenty of opportunities to extend their physical skills. There are opportunities for children to ride bicycles, climb and create large artworks in the gardens. This contributes well to children's developing understanding of the benefits of following a healthy and active lifestyle.
• Staff use a variety of methods to communicate with parents and share information about children's progress. However, leaders have reflected on how recent staff changes and operational issues have not always been communicated clearly to parents. Leaders have listened to parent feedback and taken swift action to improve.

What the setting must and should do next

The provider should:

• provide further opportunities for staff to access professional development opportunities to further their knowledge and improve their practice
• continue to improve communication with parents to support their understanding of the early years foundation stage requirements and to provide continuity for children.