Georgie Porgie

What is it like to attend this early years setting?

Children show high levels of happiness and confidence. They demonstrate deep friendship and are kind to others. Children explore the exciting environment that staff provide with eager anticipation. They engage in a wide range of activities. Children have developed secure attachments through the effective key-person system. Staff help them to feel safe in the nursery.

Staff provide all children with a diverse range of experiences based on their interests. Staff know children very well and use this information to inspire children's play. For example, children learn about pirates and use maps to search for treasure. As a result, children broaden their knowledge in a range of interesting topics. Staff provide an environment that sparks curiosity for children. This promotes positive attitudes to learning. Staff use their effective teaching to further consolidate what children have learned through repeated experiences, helping children make good progress in their learning.

Behaviour is good. Staff help children to understand expected behaviours. They praise children for making positive choices. Babies are beginning to manage their emotions as adults help them to regulate their feelings. Older children are sensitively supported to identify and manage a range of feelings. They manage conflicts peaceably and are developing a sense of empathy.

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

• There is a clear curriculum that is understood by all staff in the nursery. Children access a broad range of experiences that help them to build on what they already know and can do. Sometimes, staff do not recognise when younger children in the toddler room are ready to move on to the next activity.
• Staff help children to develop effective communication and language. They provide a language-rich environment where children access a wealth of new vocabulary. As children play, staff use describing words and add new and interesting words. Children enjoy listening to familiar stories and songs. Babies play instruments as they sing.
• Staff interactions help children extend and consolidate their knowledge. When children are making potions from flowers, staff ask them to consider why the flower can no longer grow. Children recall facts about plants. They remember that plants need soil, water and sun to grow.
• Staff capitalise on opportunities to teach children new things. In the sensory garden, children show curiosity about solar lights. Staff explain how the sun creates power in the lights to make them work. Children test out ideas and develop mathematical concepts as they create an enclosure from crates. They estimate how much bigger it needs to be as more children want to sit inside.
• Children are developing a sense of identity and their place in the wider community and world. They visit the local library and parks and welcome visitors to the nursery. As a result, they broaden their knowledge about people who help us and about a range of celebrations and festivals.
• Staff help children to manage their personal needs. Children put on their own coats and shoes and wash their hands. Babies learn to feed themselves independently and drink from beakers. Children are developing an understanding of risk. They skilfully climb the garden steps and balance on tyres.
• Children with special educational needs and/or disabilities are supported with sensitivity. Staff provide targeted support plans that include contributions from parents and professionals. Regular reviews identify the impact of any targets and what happens next. As a result, children make the progress of which they are capable.
• Leaders place a high priority on children's safety. Staff have a secure understanding of their safeguarding responsibilities, including child protection and risk assessment. Children with medical conditions, such as allergies, are kept safe through well-implemented care plans.
• Staff receive support to carry out their roles. They are aware of the nursery vision and their contributions. Staff receive regular training to support improvements in their teaching. Leaders use evaluation to identify the nursery's strengths and areas for improvement. This includes seeking the views of parents.
• Parents say they are happy with the nursery. They feel valued as parents and say that staff know their children well and keep them informed about their development.

What the setting must and should do next

The provider should:

• help staff to recognise when young children are ready to move on to the next activity to sustain their involvement and enjoyment.