Glascote Nursery And Care Club

What is it like to attend this early years setting?

Children are happy and they feel safe. On arrival, they have responsibilities as part of their daily routine. For example, they check the gates are closed and the premises are safe. They feed the birds and their pet ducks. Children are independent. They confidently use the outdoor tap to activate the hose and water the plants. Staff provide children with a wealth of opportunities to develop their small-muscle skills in preparation for writing. For example, children carefully control a knife to slice pepper and cucumber. They independently write their names to register their interest in helping to prepare morning snack.

Children develop good friendships. Staff help children to build their confidence to engage with others. For example, more confident children enjoy being a 'buddy' to their friends and invite them into their play. Children learn sign language. This helps those children with limited language to build further friendships and to develop their social skills. Children happily talk to their peers during their play. For example, they take turns to use the outdoor water tap. They share their ideas for how much water they need to fill the bucket.

Children learn in a well-planned environment, which meets the needs of all children, including those children with special educational needs and/or disabilities. Leaders use funding to benefit the children it is intended for. They purchased equipment to support children who need additional help to develop their large-muscle skills. Children learn to balance, climb, and manage risks as they move freely.

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

• Overall, children behave well. Staff are confident to identify and tell children when they display less than acceptable behaviours. However, staff do not always help children to fully understand why behaviours are unacceptable.
• Staff skilfully support children's communication and language development. For example, staff are fluent to use sign language when they talk to children. They encourage children to use sign language to respond to a question. A two-way flow of communication ensures everyone's needs are met. For example, key persons send home a 'sign of the week', and they organise communication courses for parents to attend. They support parents to enhance their children's communication and language at home. Partnerships with parents are excellent. Parents say they feel very supported.
• Children develop a secure understanding of number formation and recognition. For example, during play when children hear a number, they throw a beanbag at the visual number to show their understanding. Staff ask children questions to extend their mathematical knowledge. However, staff do not make the most of every opportunity to challenge children's learning equally across all areas of the curriculum.
• Children play an active part in their local community. Staff observe children and plan valuable outings, which enhance their knowledge of the world in which they live. For example, when children develop an interest in role-play cafés, staff organise a trip to the local church, where children experience a real-life café. Children benefit from visits to the residential home and learn about the needs of other people in the local community. Staff support children to gain a love of books, such as through regular visits to the library.
• Staff work collaboratively to plan a sequenced curriculum. They differentiate activities to support children's unique skills and ways of learning. Staff understand what children need to learn to ensure they succeed in their next stage of learning. For example, staff ensure that children use their listening skills to explore sounds in words before progressing them further. Staff work effectively with school teachers at their host school. They support a smooth transition. For example, staff tell teachers what children can do.
• Children develop secure knowledge of healthy lifestyles. Children eagerly respond to the 'healthy lunch box dog', a visual aid who talks to them about their healthy lunch. Children learn about oral health. They use a toothbrush to brush pretend teeth. Staff remind children to stay 'hydrated' and the importance of a drink on a hot day.
• The manager is extremely proud of her team. Since the nursery registered in 2019, she has developed a training schedule to ensure continuous development. The manager fully understands staff pressures. Therefore, she ensures all staff have their views heard, and their workloads supported.

What the setting must and should do next

The provider should:

• support children to gain a better understanding of rules and boundaries, and of the impact their behaviour may have on others
• monitor teaching to precisely identify where staff practice can be extended even further, to fully challenge children in their learning.