Gadebridge Nursery & Pre-School

What is it like to attend this early years setting?

Children arrive happily at the nursery; friendly staff greet them at the door and children separate easily from their parents. They quickly engage in the wide variety of learning opportunities on offer. Role play is a popular activity throughout the nursery. Babies enjoy exploring resources made from different materials. They listen carefully to the sounds they make when they mix spoons in metal bowls. Older children base their play on their experiences, such as pretending to make meals. They play together well as they work out roles for themselves and each other.

Children are developing a positive attitude to learning in preparation for school. Babies enjoy choosing books and staff enthusiastically share stories with them. Toddlers immerse themselves in exploration using sand and paint. They need little interaction with others as they concentrate on what they are doing. Pre-school children are developing strong pencil skills. Many of them write their names and other words with ease. Children are well behaved. Staff model how to be kind and respectful to others. When children occasionally struggle to manage their behaviour, staff calmly intervene to meet children's needs.

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

• The provider has a clear vision for the setting and shows passion for ensuring all children are supported in making good progress. Since the last inspection, she has placed a strong focus on developing the staff team. The provider uses identified areas of development to provide targeted training and focused staff meetings. Staff are motivated and keen to continually develop their knowledge and skills.
• The key-person system is strong, staff know their key children well. They understand what children know and can do and plan clear next steps in learning for each child. Staff successfully sequence the curriculum as they build on children's knowledge and skills. This results in children in the pre-school having strong knowledge and skills and being well prepared for moving on to school.
• Children's communication and language development is good. This includes children who speak English as an additional language. Staff use simple language with babies and sing songs. They pronounce words clearly, so that children can hear correct pronunciations. Staff learn words and phrases in other languages that children speak. This helps children to feel valued and secure.
• Children's health and well-being are given high priority. They benefit from nutritious food cooked on the premises. Children enjoy helping to set the tables and count as they lay out plates and cups. Children have daily opportunities to be active in the large hall and nearby gym. This enables them to practise using their larger muscles.
• Parent's comments about the nursery and staff are positive. They state that they feel well informed about their children's development and know how to support their learning at home. Parents state that their children feel safe and that staff know and understand them as individuals.
• Staff interact well with children through play and planned activities. They support children to think for themselves as they ask probing questions. Children are, mostly, enthusiastic to give their thoughts and ideas. However, quieter children can sometimes get overlooked and are not always fully included. This prevents these children having the confidence to share their views and answer questions.
• The provider has rigorous recruitment procedures in place to help ensure staff are suitable to work with children. She has systems in place to review staff's practice and to help them develop further, such as through supervision meetings. However, the provider, who is also the manager, does not always use her strong leadership team to support her to regularly observe staff's teaching.

What the setting must and should do next

The provider should:

• support staff to identify quieter children and include them more in group discussion and activities
• provider further opportunities for the leadership team to develop their skills in observing and monitoring staff's teaching and practice.