Green Park Day Nursery

What is it like to attend this early years setting?

All children flourish at nursery. They benefit enormously from a curriculum that is delivered by enthusiastic and dedicated staff. This curriculum has a strong focus on children's emotional well-being, building attachments, independence, confidence and awareness of feelings. It fully supports the ways in which all children are ready for the next stages of their learning. Children demonstrate that they are incredibly willing and motivated to learn. They have extremely warm bonds with the staff who care for them. Children clearly show they are exceptionally happy and that they feel safe and secure during their time at nursery.

Children are particularly respectful to each other, the staff and their environment. They fully understand the high expectations that staff have for them. All children are very willing to learn, and they are provided with rich experiences and purposeful staff interactions throughout the day. For example, young children design their own rockets from recycled materials and cardboard tubes. They work collaboratively together to build their structures. They confidently use terms, such as 'tall' and 'big' and understand concepts, such as 'stretch'. Young children quickly solve problems together. They work out that to make their rocket even bigger, they need to move it from the table to the floor to enable them to reach the top.

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

• Leadership is strong. The confident and very capable manager leads her team extremely well and has an exemplary vision for future improvement. This includes continuing with the highly effective professional development in place for staff. Staff consistently speak of excellent levels of support for their own well-being, and of the high quality opportunities to enhance their practice and skills. This includes opportunities for mentoring new staff and to attend meaningful professional development in relation to babies; this helped staff focus on the environment to ensure the youngest children receive the best start to their learning.
• Staff have a clear and precise understanding of the curriculum and plan for children's learning consistently well. They have an excellent knowledge and understanding of children's interests and purposefully interact to build on what children already know and understand. For example, as older children test out their ideas making ramps for their cars, they consider the speed and direction the cars travel. Children measure distances using a 12-inch ruler and realise they need a tape measure as the distance is too far. Staff facilitate and extend this learning by helping children design road maps. Consequently, children share ideas about safe road crossing. They know the red light means 'stop', and that the safest way to cross could be the zebra crossing.
• All children benefit from rich and meaningful learning opportunities, which help them acquire and use language and develop a love of books. For example, babies and younger children confidently show they can use and understand sign language when communicating. They build on this learning through their key word and sign of the week. Young children show they have the abilities to become fluent readers in the future as they sustain high levels of concentration during story time. For instance, children give a clear and concise account of their understanding of 'The Gruffalo' story.
• Staff are exceptionally proficient in helping children gain knowledge across all areas of learning. There are highly effective strategies help children with possible or identified special educational needs and/or disabilities (SEND) to reach their potential.
• Older children demonstrate positive attitudes in all they do. They are eager to try, and confident to ask for help saying, 'help please' if they need it. Children persevere even if they are faced with challenges. For instance, during a woodwork session, they are very keen to explain the need to wear safety goggles as they are using real tools. Children listen attentively and know to use 'little taps' of the hammer as they hit the nail. Staff help children to solve the problem when they realise their nail is 'bendy'. With deep concentration, children resolve the need to hold the hammer closer.
• Highly successful practice helps children to feel unique and develop their characters. For instance, 'rolling' mealtimes work well. Children can choose when to eat and who to sit with. They are encouraged to take responsibility to serve themselves, choose their portion size and clear away after. Children confidently wipe their faces, checking in the mirror to do this proficiently.
• Parents state positively that settling in and transitions are smooth, staff are highly supportive and information for home learning and routines is valuable. They add that their children are growing in confidence and independence, are fascinated with books and stories and very sociable. Parents of children with SEND demonstrate their gratitude to the dedicated staff that support them.
• Partnerships are extremely positive. For example, a successful parent forum has enabled parents to share with children their cultural experiences. This helps children understand and have respect for different types of people, families and communities. For instance, parents have shared stories and festival celebrations with children, including making bangles for Diwali. Others have provided a range of cultural dressing-up clothes, and have taught cultural dance.