Fidgets Pre-School and Nursery

What is it like to attend this early years setting?

Children receive a warm welcome from staff on their arrival. This helps children to separate with ease from their parents and to feel secure in the staff's care. Children learn that they have a voice and staff value their views. Children enjoy their time at the nursery, reporting that 'the best thing about Fidgets is the grown-ups!' Children recall previous learning. Staff fully support this, such as talking about family members who are important in their lives. They also enhance discussions about outings, such as those to London, where children recall visiting museums and landmarks.

Children develop good language development and social skills. Babies sit together, sharing a book, giggling as they do so. They delight in sharing stories with staff, who enhance learning using simple signing to build on babies' use of single words. Children learn to use technology safely. For example, they register their attendance on the online system when they arrive. Children spend a wealth of time in the outdoor areas and surrounding countryside. They have continual opportunities to engage in activities at their forest school area, where children learn life skills. They understand the rules for safety, such as through staff teaching children how to assess risks in their environment.

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

• There is a clear sequence of learning to the setting's care and education plan, which sets out the skills and attributes that staff support children to learn and embed. For example, babies recognise their belongings and begin to help put on their outdoor clothing. As children progress through the nursery, this learning becomes second nature, and they can do these tasks for themselves with ease
• Leaders support staff to plan activities and experiences that they base upon children's interests and what they need to learn next. The team is made of highly reflective practitioners and implements changes to the environment, such as the clear focus for the development of the outdoor area. This enables staff to focus more successfully on the specific care and learning of children in their age groups
• Staff know the children well and understand their unique care and learning needs. They have a secure knowledge of children and plan activities and experiences that they base upon what children need to learn next, incorporating their interests. This enables children to remain engaged in their play and learning.
• Children behave well and show kindness and consideration for others. However, staff do not consistently give children explanations as to the consequences of their actions. This does not always support children's awareness of regulating their own behaviour even further.
• Children fully engross themselves in activities that fully grasp their imaginations. Staff follow this interest until the topic draws to a natural end. For example, children engage in experiences where they learn about the celebrations from other countries and cultures. This enables children to learn actively about similarities and differences.
• Leaders and staff foster and maintain effective relationships with parents who fully appreciate the support and information they receive from the team. Parents comment that their children feel safe and thrive. However, leaders do not always explore ways in which they can further support parents to gain a full insight into their children's time at the nursery. This does not consistently enhance and extend children's learning and development even further.
• Leaders have a clear oversight of the provision and target aspects for improvement effectively. They have successful strategies in place to support their staffing team's professionalism and well-being. This enables a good team ethos, where staff reflect that they receive effective help and guidance.
• There are effective systems in place to support children with special educational needs and/or disabilities and those learning more than one language. Staff seek and embrace support from outside agencies and professionals. They view their role as being an advocate for not only the child, but also for the family as a unit.

What the setting must and should do next

The provider should:

• strengthen staff's knowledge of consistently supporting children to understand the consequences of their actions
• explore further ways to enable parents to gain further knowledge of their children's environment to strengthen their understanding of their development.