Goldilocks Nursery

What is it like to attend this early years setting?

Children in the baby room have space to move around and opportunities to develop their physical skills. Staff support children to explore their environment, including their own outdoor space. Staff sing to children to comfort them and form bonds to support children emotionally. Toddlers practise their early mark making with crayons and paint, and begin to use scissors to make snips in paper. In the pre-school room, children's interests are captured by the activities available to them. For example, staff plan experiments and cooking activities that allow children to discuss what changes are happening and use new vocabulary. Children are excited by these activities and learn new skills by taking part.

Staff encourage children to be independent and try to complete small tasks for themselves, such as putting on their coats and pouring their own drinks. During their play, the older children take turns with one another and talk to their peers as they play. This has been taught and encouraged through staff modelling examples of listening and conversations. Staff understand the importance of developing children's speech and take time to teach children new vocabulary through their play and day-to-day activities.

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

• Staff have clear intentions and aims for children for each stage of their learning. They provide activities for babies to build their strength and move around carefully for their first steps. The older children are taught early reading and discussion skills, and are encouraged to join in with stories and songs. Indoors, children have opportunities to take part in small groups to play, or play independently.
• The manager has a good knowledge of how children learn, and supports staff well. Staff have opportunities to further their skills and develop their knowledge of the curriculum. For instance, staff members complete courses that allow them to gain new qualifications and support children in their learning and development. The deputy manager is also aware of the needs of all children and helps staff when needed.
• Children based in all three group rooms have opportunities to spend time outside. However, when learning outside, children are not as engaged as they are when playing indoors. Staff do not fully consider how to extend children's learning and enjoyment as they play outside.
• Overall, parents are happy with their children's development and progress at the nursery. They receive regular updates and information through an app, which they can also share information on. The manager has developed communication with parents and is continuing to do this. For example, at set times, parents are invited into the nursery to see children's learning and celebrate it.
• Children are given opportunities to learn about events throughout the year. Staff incorporate celebrations from all children's backgrounds, such as Diwali, St Patrick's day, and seasonal events. This allows all children to learn about how people celebrate in different ways around the world. Children also benefit from trips in their local area. They walk to the market to buy fresh fruit and vegetables and visit the town centre. Staff recognise the importance of this, and talk about road safety as children are walking.
• Staff plan activities for children's next steps and support groups of children while playing. However, at times, children lose concentration when playing independently and become restless. Staff need to reflect on all children in the environment to ensure that all children are engaged.
• Children with special educational needs and/or disabilities are supported well by the manager and the special educational needs coordinator (SENCo). The SENCo works well with outside professionals and uses their advice at the nursery. This helps children to progress in particular areas, and supports parents at home.

What the setting must and should do next

The provider should:

• develop the provision for outdoor play to support children who learn better outdoors
• support staff to recognise when to interact with children to extend their learning and enjoyment.