Great Sutton Day Nursery

What is it like to attend this early years setting?

Children are extremely happy and clearly enjoy their time at nursery. They continuously demonstrate that they feel safe and secure. Children have lovely opportunities to learn about the world around them. For example, they help to look after the nursery's rabbits 'Oreo' and 'Stitch'. Furthermore, children grow vegetables and fruits to enjoy at snack and mealtimes. These experiences help children to develop a sense of responsibility and learn to care for living things.

Children behave well. Staff offer very clear and consistent reminders about sharing, taking turns and being kind to friends. As a result, children are beginning to understand what is expected of them. Staff use an abundance of praise and encouragement, which helps to develop children's self-esteem and sense of belonging. Older children show an awareness of others and are kind and considerate as they play collaboratively with their friends.

Leaders and staff have high expectations of children and plan a curriculum that reflects children's individual needs and parental input. Staff have focused their teaching recently on children's personal social and emotional development in order to support children as they returned to the setting following the COVID-19 pandemic. As a result, children are confident in social situations and are able to express their needs.

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

• Children have developed warm and trusting relationships with staff. Attachments in the baby room are particularly strong. Staff gather detailed information when children first start at the nursery and use this to help them to settle. Staff are kind and caring in their approach. They continuously offer reassurance and help children to develop a positive attitude to learning. For example, when children try new activities, staff give praise and encouragement and celebrate their efforts.
• Staff provide opportunities for children to develop their mathematical skills. For example, as toddlers scoop out a pumpkin, staff count aloud and use language, such as 'one more'. As older children excitedly hunt for spiders as part of the nursery's Halloween activities, staff encourage them to calculate how many they have found. Additionally, staff use the language of size as children explore pine cones. Children are beginning to categorise objects and recognise quantities and written numbers.
• Children with special educational needs and/or disabilities and those that speak English as an additional language are thriving. Staff use simple sign language to ensure that everyone is able to communicate and can be heard. The nursery's special educational needs coordinator is a knowledgeable and passionate practitioner. She works closely with professionals and parents to ensure that children swiftly receive the additional support that they require. This helps children to make good progress from their starting points.
• Children enjoy the variety of activities that staff provide. Staff interact positively with children, narrating children's play and talking to them about what they are doing. During group activities, children listen well and concentrate as they learn together. However, on occasions, staff do not always recognise when to challenge children's learning further.
• Children have frequent opportunities to engage in outdoor physical play. Older children skilfully manoeuvre wheeled toys and navigate the space available. Toddlers enjoy climbing up the steps to come down the slide. They show an awareness of how to keep themselves safe as they carefully hold on and do not travel down until their friends have safely moved out of the way.
• Partnerships with parents are good. Parents report favourably about the nursery and how supportive and friendly the staff team are. They appreciate the photos and updates that staff send throughout the day, particularly those parents whose children have recently started. They welcome the advice and guidance that staff give regarding children's learning at home and what activities can be completed to aid children's progress.
• Staff feel well supported to carry out their roles and responsibilities. Managers conduct regular supervision meetings and carry out observations of staff practice. Staff welcome the feedback they receive and use the information to further their knowledge and skills. They have plentiful training opportunities and describe how their opinions and suggestions are valued by leaders.

What the setting must and should do next

The provider should:

• support staff to recognise how to extend and challenge children's learning more consistently.