Granby Nursery Intake

What is it like to attend this early years setting?

Children leave their parents and carers with ease. They are greeted warmly by staff and show great independence in the morning routines. Children settle straight to activities that interest them. Children behave well. They show that they know the staff's expectations. Staff act as positive role models and are quick to support children in making the right choices. For example, when children all want to use the same piece of chalk, skilful staff discuss ways in which all children will be able to use the chalk, enabling children to identify the solution for themselves. Staff's relationships with children are sensitive, stimulating and responsive. They teach children how to play collaboratively with each other. This helps children to develop friendships.

Managers have a clear understanding of what they want children to learn at each age and stage of development. As part of the curriculum, staff support children to become independent in their self-care skills, such as feeding themselves in the baby room and serving their own meals at lunch time in the pre-school room. The curriculum is well sequenced to encourage children to build on their skills as they transition into the next room and, eventually, school. Children are confident and develop at a good pace.

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

• Management are committed to their roles. They understand the value of reflecting and evaluating on the provision. Recent changes to staff deployment build on staff's strengths and preferences. Professional development opportunities for staff to improve their practice have been identified but are not yet embedded due to the short time frame.
• The curriculum currently has a focus on emotions, self-regulation and language, developing a healthy mind and healthy body. This is strongly embedded within the pre-school room. However, staff do not always give younger children clear intentions for their learning or identify opportunities that extend children's learning further. This means that children do not consistently make the very best progress they are capable of.
• Staff support children to develop a love of books. They read to children with enthusiasm, which captures their interest and engrosses them in the story. For instance, staff point out the importance of sharing which is a focus of the book. They encourage children to think about what the characters may be feeling. This is in line with the curriculum intention of recognising emotions and feelings.
• Staff provide children with lots of opportunities to be outside in the fresh air. They promote children's physical development well. Children develop their large motor skills as they balance and learn to ride bikes. Children use tools to manipulate dough. This supports children's physical development, as they develop muscle control and coordination.
• Staff teach children how to maintain a healthy lifestyle. Children wash their hands before eating and after personal care routines. They wipe their own noses and understand why they should make healthy food choices. Staff encourage children to jump and increase their heart rate outdoors. This helps children to be healthy.
• Staff teach children to be caring and active participants in the local community. Older children attend messy play sessions at the local church hall. They take part in a variety of fundraising activities to help those in need.
• Staff regularly assess and evaluate the progress children are making from their starting points. This helps to quickly identify any gaps in children's learning and enable staff to implement effective activities and experiences. This ensures children make good progress in their learning and development.
• Children with special educational needs and/or disabilities, make good progress. Staff break down next steps into small achievable tasks. Staff work together with parents to ensure the appropriate care and learning are provided for individual children. This provides all children with the support they need to succeed.
• Partnership with parents is effective. Parents are positive about the introduction of the new parent app that keeps them updated about their child's routines and progress. New procedures introduced help children settle much quicker and eliminates any anxiety for children at collection times.

What the setting must and should do next

The provider should:

• embed the procedures for evaluating the impact of staff practice and implement identified professional development opportunities to help raise teaching to a higher level
• identify clear learning intentions for younger children to support curriculum implementation and strengthen children's engagement in their learning.