Field Of Dreams Nursery

What is it like to attend this early years setting?

Children are eager to enter this friendly and welcoming nursery. They wave goodbye to their parents and carers and confidently enter the nursery rooms. Since the COVID-19 pandemic, leaders and staff have noticed that children require more support settling in to nursery. Therefore, they have adapted their settling-in procedures and spend time getting to know their families. This helps children to form a sense of belonging and contributes to them feeling safe and secure in the nursery. Leaders and managers are passionate and committed to providing the best possible outcomes for children. Along with the staff, they monitor children's progress regularly and provide intervention at the earliest opportunity. As a result, all children make progress.

Children's emotional well-being is well nurtured. Staff are responsive to children's needs. For example, when young babies become upset, staff immediately respond and calm them instantly. Staff praise children's positive behaviour and help them to manage their feelings. They also use books, such as the 'Colour Monster', to encourage children to talk about their feelings and emotions. Children behave well. Staff are proud of children's achievements and help them to celebrate. For example, when children succeed in cutting up their lunch, staff say, 'good cutting, well done.'

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

• Children benefit from an interesting and balanced curriculum. The manager works with staff to create the intent of the curriculum. They constantly review this and make changes when necessary. Staff provide lots of opportunities for children to revisit and practise new skills. As a result, children are ready for their next stage of learning.
• Staff provide a range of opportunities for children to develop their understanding of modern Britain. They learn about different festivals and ask parents to share their culture and celebrations so staff can implement these with children. The nursery provides a food bank for all families to access. Staff, parents and the wider community all contribute to this. This helps to support children's experiences of the wider world and helps them to be considerate towards others.
• The curriculum for physical development is strong. Children have access to low-level climbing equipment, both indoors and outdoors. They show delight as they ride around the garden on bicycles, using their feet to push them along. Staff support children's fine motor skills as they provide pencils and chalks for children to make marks. These opportunities support children to build their muscles and develop coordination.
• Children learn some routines such as washing their hands before meals.
• However, not all routines and transitions are managed effectively. For example, when children are getting ready to go outside, staff are not deployed effectively to guide children on what they would like them to do. As a result, children are not occupied and become restless.
• Children are provided with opportunities to read stories and sing songs and rhymes. They enjoy filling in the gaps as staff pause when reading stories. Staff use questions as children play to encourage conversation. Furthermore, staff assess children's communication and language skills and make necessary referrals to professionals where appropriate. Children's language is developing well.
• Leaders support the development of the staff team through regular supervision and training opportunities. The manager and deputy manager are present in the nursery rooms. This helps them to gain an overview of staff practice and provide coaching where necessary. Staff say managers are supportive and they feel valued. This has a positive impact on the care children receive.
• Partnership working is strong. The nursery has extremely strong links with the attached school. Pre-school children spend afternoons in the Reception class. This contributes to a smooth transition when children are ready to move on to the school. Links with the local authority and other professionals are robust. This supports staff's ongoing professional development and helps children receive any required external support.
• Parents speak positively about the nursery. Staff share photos and daily information, such as meals, on the nursery app. They also share next steps with parents annually in a report. However, they do not keep parents up to date on children's emerging next steps. This means that parents do not always know how to extend their children's learning at home.

What the setting must and should do next

The provider should:

• improve the organisation of routines and activities so that children are consistently engaged in quality learning experiences
• strengthen the information already shared with parents to help parents know and understand their child's next steps and how they can extend children's learning at home.