Frimley Nest Day Nursery

What is it like to attend this early years setting?

Children are greeted by smiling staff and are happy to separate from their parents. Due to the COVID-19 pandemic, parents continue to drop their children off at the front door. Managers have high expectations for all children, and the impact of the curriculum is clear. Children develop good communication skills and talk to staff about the world around them. They make friendships and play together happily in their chosen play. Older children confidently observe letters and numbers in the environment. For example, they can identify the first letter of their name.

Children are kind and caring to their environment and each other. They are content and comfortable in the nursery. Children buzz with excitement during an outing to the allotment. On arrival, they show delight when observing how their strawberries have started to turn from green to red. Staff promote outdoor learning effectively and children are keen to explore a lot of learning opportunities outside. For example, they excitedly recognise door numbers on houses during a local walk. Children learn how to keep themselves safe indoors and outdoors. For instance, staff demonstrate to children how to use a knife and fork safely. Older children understand how to assess risks, for example when they remember that 'brambles can scratch'.

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

• Children enjoy a wide range of experiences outside the nursery. For example, they explore local woodlands, parks and duck ponds regularly.
• Staff follow children's interests to enhance their learning. They provide a balanced and broad choice of activities. This allows children to be independent and make decisions.
• Managers meet regularly with staff and provide effective support and discussions about the planned learning experiences and their professional development.
• Following recent changes in staff, managers constantly evaluate the nursery. They are aware of their strengths and are keen to make further changes, in particular that have a positive impact on the children's experiences in the toddler room. For example, to support the existing opportunities to further challenge younger children.
• Managers use induction and supervision effectively to monitor the quality of staff practice. New staff report that they feel very well supported in their roles.
• Staff skilfully prepare children for life in modern Britain. For example, children behave very well, follow boundaries and respect their environment and each other. They develop an understanding of how to share with their friends.
• Staff build effective relationships with parents and work in partnership to provide tailored care to the children. As a result, parents and their children feel valued.
• Overall, staff find out about the children's home experiences and include these in the setting. However, they have not fully considered all ways to provide children with wider experiences of people's similarities and differences.
• Staff who take a lead for children with special educational needs and/or disabilities are knowledgeable. They work well with parents and professionals to ensure children get the support they may need.
• Staff know the children well. This allows them to provide individualised care and learning effectively. Children build secure attachments with all staff and feel safe in their care.
• Staff build strong links with the local community. For example, during a walk, the local residents wave and children smile excitedly. This supports children to feel recognised and part of the wider world.
• Managers and staff understand the importance of working with parents to make sure that children settle into the nursery well. This means that children and their families are well supported through this transition period.
• Parents speak highly of the staff and comment that their children enjoy attending nursery. Parents report that the staff are 'kind, caring and friendly' and that this makes them feel at ease leaving their child with them.

What the setting must and should do next

The provider should:

• make full use of everyday opportunities to celebrate and compare each other's similarities and differences
• raise the quality of education, in particular in the toddler room, to provide more challenge and support children's learning and development to the highest levels.