Fernbank Nursery Ltd

What is it like to attend this early years setting?

Children thrive in this emotionally warm and welcoming setting. Staff give children lots of praise and encouragement to foster their confidence and self-esteem. They are good role models and have high expectations for all children. In addition, staff encourage older children to be positive role models and to help their younger peers. Children are eager to take on small responsibilities and show high levels of care and empathy for others. For example, when children become upset, friends respond with calm comfort, reflecting the supportive environment. This helps children to settle well and form strong attachments. Consequently, all children demonstrate a sense of belonging and emotional security.

Leaders and staff plan a curriculum that is ambitious and well sequenced, building on what children already know and can do. It is broad, engaging and responsive to children's interests and developmental stages. For example, during a small-group activity, staff use shape monsters to promote early mathematics, skilfully questioning children about shape names, sides and colours. They introduce more complex questions to encourage deeper thinking for the most-able children. As a result, children make good progress and are well prepared for the next stage of their learning.

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

• The curriculum for communication and language is a strength of the nursery. Staff use effective questioning and introduce vocabulary such as 'sequence' as they describe the colours of a rainbow. Children who speak English as an additional language are well supported to develop their language skills. Staff use a range of assessments alongside targeted strategies, such as visual aids and books, to ensure these children make the same progress as their peers. This approach helps all children engage confidently and make good progress in their language development.
• Staff promote children's independence well. Children persevere when changing into their outdoor clothes, using fun strategies to put on their coats. During snack time, staff support them to peel their own fruit and pour their own drinks, fostering self-care skills essential for school readiness. Children also independently dispose of their leftovers in the correct recycling bins, promoting sustainable habits from an early age.
• Children build their large-muscle strength through outdoor play that encourages safe risk-taking. For example, children check for hazards, such as water on slides and bicycles, and then use sponges to remove it before using the equipment. Furthermore, hand-eye coordination and hand dexterity are developed through activities such as baking, where children use a range of tools and their hands to mix ingredients. This helps them to develop skills for early writing.
• The nursery maintains strong communication with parents, supporting smooth transitions and early needs identification. Parents note progress in children's independence through consistent home-nursery strategies, including the use of a lending library to promote learning continuity. Cultural inclusivity is well promoted, and families feel valued.
• The leadership team is passionate about and committed to helping all children reach their full potential. Leaders support staff by identifying key areas for improvement and providing targeted training that maximises the impact on children's learning, such as recent training focused on supporting two-year-olds. Staff's supervision and well-being are prioritised, contributing to high staff morale.
• Children participate in a balance of child- and adult-led activities and generally show positive attitudes to their learning. During free play, they remain focused and engaged in their chosen tasks. For example, children demonstrate concentration as they sort coloured discs into matching pots. However, at times, group sessions are too large and too long for some younger children. Consequently, these children lose focus and do not fully benefit from the intended learning.
• In the main, staff support children to understand the importance of good hygiene. For example, all children are taught to cover their mouths when coughing. Additionally, older children know to wash their hands after self-care tasks such as toileting. However, at times, staff do not consistently support younger children to deepen their understanding. For instance, although staff wash their own hands after intimate care routines, they do not consistently encourage children to follow these good hygiene practices.

What the setting must and should do next

The provider should:

• review the organisation of group sessions, particularly for younger children, to ensure they fully benefit from the intended learning outcomes
• strengthen hygiene practices to help younger children understand the importance of good hygiene and to promote consistently good habits.