First Class Nurseries

What is it like to attend this early years setting?

Children arrive happily, excited to see staff and their friends and eager to start their day. Staff organise learning experiences that motivate and inspire children to learn. For example, during a science experiment, older children gasp with excitement and say, 'I can't wait to see what happens.' Staff model respect and kindness and children mirror this in their own interactions. Children behave well and follow the routines and expectations of the nursery. They have excellent manners and show respect for others. Children learn to be independent and to take responsibility for small tasks, such as setting the table for mealtimes and holding the door open for others. This helps to build their social skills and self-esteem.

Staff nurture children's language development well. For example, they listen with interest when children speak and engage in high-quality back-and-forth conversations with them. Children enjoy plenty of fresh air and exercise. They develop their balance, strength and flexibility as they play outside. Staff teach children to catch and throw balls and help develop children's coordination by challenging them to spin hula hoops around their bodies. Children learn about the natural world as they plant vegetables, watch them grow and eat them at mealtimes. Children make good progress from their starting points and are well prepared for school.

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

• Leaders organise a curriculum with a focus on developing children's social, emotional, communication and physical skills. Staff use assessment well to build on what children already know and can do and identify when children might be at risk of falling behind. Where there are concerns about children's development, staff take swift action to help close any gaps. For example, seeking support from external professionals when needed.
• Children develop a strong sense of independence. For example, staff encourage children to be responsible for their own self-care, such as toileting, handwashing and nose wiping. Children hang their own belongings on their pegs and staff teach them how to use cutlery to cut up their own food. This promotes children's personal development and confidence.
• Staff teach children about keeping safe to give them the knowledge and skills they need to identify potential hazards for themselves. For example, staff explain why they must wear sun cream outside and show them how to move chairs safely to avoid injury.
• Children use language well to express their thoughts and ideas. For example, they describe colours creatively as 'dusty pink'. Staff add new words as children play to help extend their vocabulary further and teach children signing to help them to communicate their wants and needs.
• Staff have high expectations for all children. They praise children well for their effort and perseverance. Children are keen to learn, focused and show pride in their achievements. For example, younger children smile widely when they are praised for finding their own names in preparation for group times.
• Staff well-being is a high priority for leaders. Staff report high morale and are passionate about their roles. They are motivated to undertake further training, which supports their practice, leading to high-quality teaching and good outcomes for children's development. For example, recent 'mathematics champion' training has led to improvements to the curriculum in this area.
• Staff know their key children well. Children build strong bonds with staff, which nurture children's emotional development. Staff organise activities for their key children to help them reach the next steps in their development. However, at times, groups are too large to ensure that all children receive the same high-quality interactions. This means that, on occasion, some children lose interest waiting their turn and, at times, staff do not identify when quieter children wish to contribute.
• Staff work closely with parents from the outset to help ensure they have all the information they need to meet children's individual needs. Parents report that they are kept well informed about their children's progress and that staff are 'approachable, kind' and 'caring'.
• A comprehensive programme is in place to support children's readiness for school. Leaders work with local schools to ensure they know what their expectations are and help parents to prepare their children. Leaders continually evaluate and improve these processes.

What the setting must and should do next

The provider should:

• sharpen the implementation of the curriculum during group times to help ensure that all children receive the same high-quality interactions with staff and to reduce waiting times.