Grace Dieu Manor Park Nursery LTD

What is it like to attend this early years setting?

Children develop an understanding of what makes them unique. For example, staff give younger children mirrors to look at their reflections. Older children develop their understanding of similarities and differences in people. They say that they have blond hair, staff have blue eyes, and that the images of people they see look like their parents. Furthermore, children have opportunities to learn about their own traditions as well as others from around the world. For instance, staff provide experiences for children to cook different foods from other cultures. Older children learn how to use tools safely. For example, staff show them how to hold and cut paper when they use scissors. Children say, 'We need to be careful.'

Children are supported to learn how to take turns. For instance, in the garden, younger children show good hand-eye coordination when staff ask them to take it in turns to throw large balls to knock down skittles. Older children take it in turns with staff to accurately throw balls into a net, showing precision with throwing. Children's individual needs are met well by staff. For example, staff identify and implement specific targets and strategies to support children's needs. This includes showing children pictures of what will happen next, when the routine of the day changes, to help support their emotional well-being.

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

• Staff are supported by the management team to build on their professional development. For example, staff attend training courses to help develop their understanding of brain development in children. This knowledge helps them to identify and make improvements, for instance to provide children with a homely environment. This helps children to feel comfortable and safe in staff's care.
• Staff develop a curriculum in each of the playrooms that helps children to build on their learning. This includes supporting children to be independent. For example, younger children are encouraged to manage small steps on their own to access the garden. Older children scrape their leftover food into a bin at lunchtime and pour their drinks.
• Staff offer children a range of different experiences to support their learning. This includes taking children on a library bus to listen to stories and choose books to bring back to the nursery. Children take part in activities such as dance, yoga and movement to promote their physical skills.
• Staff provide all children with opportunities to develop a love of books to support their literacy skills. For example, younger children lift the flaps in books when they listen to staff read stories. Older children learn the role of the author and illustrator and how books are created.
• When children move on to school, staff share information with teachers about children's learning, helping to provide consistency in their development.
• However, staff do not help all parents to understand how they are supporting children's learning. Furthermore, staff do not support all parents to continue their children's learning at home.
• Staff support children to follow rules and boundaries that are embedded in the daily routine. For example, when staff shake a tambourine, older children stop what they are doing and stand still. They wait for staff to give them instructions to tidy away toys and are keen to help.
• Younger children are supported to develop their speaking skills. For instance, staff use repetitive words when they play alongside children, such as splash, splash, splash when children play in water. However, occasionally, when staff play alongside children, they do not help older children to build on their communication skills. For example, sometimes, staff's interactions do not support children to think, remember what they know and respond to questions.
• Children form close attachments with staff. For instance, when younger children become upset and staff provide them with comfort and reassurance, children instantly become calm. Older children are keen to share their experiences with staff. This includes children laughing and showing staff when they have soil on their hands.

What the setting must and should do next

The provider should:

• strengthen partnerships with parents to help all parents to understand about their children's learning and how they can continue to support this at home
• support staff to build on opportunities for older children to think, remember what they know and respond to questions.