Gumboots Community Nursery

What is it like to attend this early years setting?

The nursery has experienced a period of change, with high staff turnover. However, every effort is being made to ensure a consistent and nurturing environment for children. Staff value each child as an individual and understand the importance of listening to children and giving them a voice. Overall, children enjoy trusting relationships with staff, who are attuned to their needs. Older children are empowered in weekly children's meetings and asked to contribute to the 'golden rules'. Young children use books and pictures to choose nursery rhymes.

Staff plan activities based on children's interests. This means children are highly motivated and engaged in what they are doing. Staff help to extend learning by following the child's lead and posing effective questions. During small-group time, older children use a 'talking stick' to take turns talking about their favourite ice cream. Children chat excitedly about flavours, textures and sensations. Staff encourage new language and creative thinking while gently reminding children to listen to their friends and speak when it is their turn. Children listen well and are respectful of each other.

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

• Staff help children to engage in activities. This is achieved through playing alongside and taking an interest in what the child is doing. Young babies enjoy sifting sand through their fingers with the help of a member of staff. Managers purposefully employ a range of ages of staff members to expose children to a variety of experiences and personalities. Parents comment on there being a member of staff to suit the mood of their child.
• Each room has a clear intention for learning based on children's developmental needs. For example, young toddlers are encouraged to stand while painting on cellophane wrapped around an upturned table to aid coordination and strengthen core muscles. School readiness is encouraged by developing the confidence, emotional and social skills of children. Staff prepare a 'chop shop' in the role-play area based around the interests of multiple children. This idea is brought together to inspire children to help one another, solve mathematics problems and talk through disputes.
• Children are encouraged to take and manage their own risks. For example, children can climb a tree in the garden and swing on a branch. Real tools are available for children to use and explore. Staff use risk assessments and effective deployment to ensure that children are safe.
• Staff know children well, and the key-person system is, overall, working well due to diligent and caring staff. However, experienced staff have high numbers of key children, putting them under pressure. This impacts on children's ability to develop even stronger relationships with their key person.
• Leaders and management provide clear guidance for staff to work within the company framework. Managers and senior staff are visible in rooms, demonstrating positive role modelling. There is an emphasis on staff training for the benefit of the children. In general, staff show good knowledge of child development, demonstrated through the suitability of activities for the children. All are age and stage appropriate and provide opportunities for learning. Frequent staff meetings and training events help to embed good practice and bring consistency to the nursery.
• Staff have a positive attitude towards behaviour. They speak respectfully to children and remind them, when necessary, to use good manners and 'kind hands'. This is achieved by modelling and praising good behaviour.
• Staff work well in partnership with outside agencies, such as speech and language therapists. This means children with special educational needs and/or disabilities are well supported. Parents find staff friendly and welcoming. Managers and staff listen to parent ideas; for example, they have put photos of staff members outside nursery rooms.

What the setting must and should do next

The provider should:

• provide more opportunities for children to develop even stronger relationships with their key person.