Fledglings Early Years & Out Of School Care

What is it like to attend this early years setting?

Children of mixed ages are happy, enjoy learning and behave very well in this nurturing and friendly nursery. They are confident and independent as they keenly explore their environment indoors and outdoors. This shows that children feel safe and secure. For example, babies eagerly crawl and toddle with the encouragement of sensitive and caring staff. Children's communication and language skills are supported well and, overall, staff have high expectations of all children. Children learn a range of songs and nursery rhymes. They enthusiastically sing as they play. Older children keenly sifted sand through funnels and sang 'row the boat' as they splashed toy boats in a tray of water.

Staff constantly talk to children. They talk about past and present events and children's interests to spark their imagination. Older children point enthusiastically to photos displayed. They excitedly talk about a pet dog and activities they have enjoyed, further promoting their speaking skills, memory and recall. British values are embedded throughout. Children are taught to respect each other, take turns and share in every activity. All children are well prepared for the next stages in their learning and, in particular, for when they move on to school. For instance, children develop their self-help and social skills and eagerly write their names.

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

• The nursery curriculum is sequenced well so that staff can build on what children already know and can do. Children enthusiastically squeeze, squash and prod dough to strengthen small muscles and make marks with chunky chalk in readiness for later writing skills. However, on occasion, staff do not think carefully enough about how they can keep children engaged. As a result, not all children maintain their focus, particularly in the Robin room.
• Children learn about differences and similarities between themselves and others. For example, children eagerly compare each other's hair colour. The nursery is fully inclusive. Children take part in learning about other cultures and festivals, and they listen to other languages during story time.
• Children are keen and eager learners. For example, older children concentrate as they successfully use a screwdriver to screw bolts into wood. They learn new words, such as 'allen key' and 'clockwise', to extend their vocabulary. Babies show delight as they learn how to grasp a paint brush and make random marks with coloured paint. They begin to recognise the marks they enthusiastically make, although there are limited opportunities for the youngest children to explore through their senses.
• Staff skilfully teach children number patterns, colours, addition and subtraction to promote their mathematical skills. Younger children recognise coloured pom-poms and older children count marbles. The most-able children excitedly add and subtract numbers beyond 10.
• Effective partnership working with parents and other professionals means children who start lower than national expectations or in receipt of additional funding quickly catch up. These children make the best possible progress from when they first start. Regular visits to the nursery from health professionals help staff to successfully support children for a consistent approach, particularly those children who need extra support in their learning and development.
• Parents speak positively about the nursery. They say that staff keep them updated about the progress their children have made since starting. Parents say their children are happy and enjoy coming to this 'nurturing nursery'. Parents appreciate the support they receive from the manager, who is also the special educational needs coordinator. She acts with integrity to ensure that all children, especially those with special educational needs and/or disabilities, make the most of their access to early education.
• Children learn the importance of a healthy lifestyle and good oral hygiene. They learn about the dentist as they role play and excitedly brush and clean pretend teeth. Children enjoy healthy snacks and learn about healthy food. They take good care of the beans, tomatoes and lettuce that they grow outdoors.
• The manager has a clear and ambitious vision, which she shares effectively among all staff. She successfully evaluates the quality of education, staff teaching skills and knowledge to help maintain or improve practice and the provision, and strive for continuous improvement. The manager recognises where improvements can be made.

What the setting must and should do next

The provider should:

• further enhance the baby room to provide more sensory interest for the youngest children and provide training for staff in how to support babies in exploring through their senses
• use what is known about children's abilities to plan group activities more precisely in order to maintain all children's engagement.