Grenfell Early Years

What is it like to attend this early years setting?

Staff have a deep understanding of the children and families who attend the nursery and of their differing needs. Staff are positive role models who prioritise children's emotional well-being. Leaders place a great emphasis on providing nurturing spaces and secure attachments for children. Staff have a fluid approach to the day so that they can focus on children's needs first. As a result, children feel happy, safe and ready to learn.

The curriculum is ambitious. Staff make adaptations to personalise learning for children. Staff use creative activities to extend children's learning through their interests. For example, children enjoy removing cars from blocks of ice with hammers as they develop muscles for early writing skills and the next stage of their education.

Staff support children to actively develop their strength, balance and coordination as they navigate soft play and steps. Staff are close by to praise and encourage them. Children behave well. For example, older children show high levels of involvement as they work together to build a castle with the soft blocks. They develop strong hand and finger muscles as they roll play dough and thread beads. Children enjoy role play as they cook their cupcakes in the oven, reminding friends they will be hot. Children engage in activities for long periods, despite their young age.

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

• Leaders plan a well-sequenced curriculum that builds on children's existing knowledge. Staff understand the curriculum intentions and implement them well into children's play. Ongoing monitoring of children's progress enables staff to accurately identify their next steps in development. This helps to ensure that all children are prepared for their next stage of learning.
• Staff know children very well. They use professional tools and their knowledge of child development to assess children's skills and to identify concerns early. Staff are appropriately quick to refer to the relevant agencies. For example, they work closely with speech and language teams to provide the right support for children with special educational needs and/or disabilities (SEND). As a result, children get the early help they need to access all activities and close any gaps in their learning.
• Staff engage and interact with children well. Children are introduced to signing alongside words to support their communication. Children show that they recall this learning, for example by using signs to greet each other during the 'hello' song. At times, some staff relay information to children quite fast. This does not always give children time to process information and support their developing understanding.
• Staff use books well to support children's learning; therefore, children develop a love of books. They understand how books work and to look after books carefully. Children take the time to look at books independently. They enjoy listening to stories and eagerly talk about characters in the stories as staff read to them.
• Leaders use additional funding effectively, ensuring that children attending are offered the full learning experiences on offer. This means children are making good progress in their learning and support is offered for the family as well.
• Staff know the children and their families very well. Parent feedback is very positive as they describe a strong partnership. They feel supported and say communication is a key strength. These very successful relationships support the links between home and the nursery.
• Staff are passionate about their role and are good role models. Children form secure attachments and staff offer gentle encouragement. However, they do not consistently encourage children's developing independence. For example, while children are encouraged to make choices in their play, they are not supported to carry out small tasks such as putting on aprons and their coats for garden play.
• Staff report that they receive high levels of support in their role. They feel that leaders are always approachable. Leaders regularly observe staff's teaching and practice. They provide constructive feedback and training opportunities to help staff continually develop their teaching skills. The leaders have high regard for all members of staff and prioritise their well-being.

What the setting must and should do next

The provider should:

• enhance the overall good support for children's communication and language development to help children to process information and build on their understanding
• encourage children's developing independence further throughout the daily routines and activities.