Gwendolen House Nursery School

What is it like to attend this early years setting?

Leaders develop a flexible and highly ambitious curriculum to encourage children's holistic development. Communication and language plays an integral part in the curriculum, which is very well sequenced to ensure that all children enjoy the benefits of learning in an enriching environment. The nursery is a hive of busy, meaningful learning. All children, including those with special educational needs and/or disabilities (SEND) and those learning English as an additional language, thrive in the supportive, nurturing care of the highly skilled staff team. Children show that they feel secure, and a highly effective settling and induction process for children ensures that they settle to nursery life quickly. Children behave exceptionally well and show compassion and care for each other, creating a happy environment.

Children form secure attachments with staff, who thoroughly respect each child's needs and interests. Staff differentiate the curriculum very well to provide varying levels of challenge, considering the differing needs of the children who attend. The highly engaging curriculum is well embedded. For example, children excitedly use pipettes as they make rainbow clouds, eagerly explaining how they can change the colours by adding others. Staff skilfully question children and encourage them to think for themselves. Staff readily offer children plenty of praise and encouragement as they master using pipettes for the first time. They give excellent support to children to develop a positive attitude, and increasing resilience, to activities that they may find harder.

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

• Staff understand the intent of the curriculum and put it into practice effectively. Children benefit from staff who are tuned into what they say and are highly responsive in their teaching. For example, when children talk about the different bottles, lids and containers they have, staff challenge them with thought-provoking questions. They ask children to recall what they know, make links, explore new ideas and take part in lively discussions. Staff are exceptionally skilled in building on children's learning. Consequently, children enjoy purposeful learning throughout the day.
• Children collaborate in shaping a curriculum that ignites their enthusiasm for learning. Leaders are committed to providing a sustainable nursery. Staff educate children to be conscious about looking after their environment. This is presented in learning opportunities that are both motivating and interesting, such as regular gardening activities, including planting and harvesting seasonal vegetables, and looking after the nursery pets.
• Leaders and staff encourage children to enjoy books as they use them to support and enrich children's learning. They encourage children to immerse themselves in books to enhance their play. Staff are superb role models as they share their favourite stories and encourage books in children's home languages. The weekly book club enhances the curriculum and embeds children's learning further, as staff bring stories to life with props. Staff very successfully provide children with the tools they need to develop a love of books.
• Staff know the children exceptionally well and how to support any possible gaps in learning. They have high expectations of what they want children to learn. This helps all children to make excellent progress in relation to their starting points in development, particularly children with SEND. Communication and language is a strong focus across children's learning. Staff use the 'word bus', made up of key new words children have been using in their play, to embed new language. Staff comment and listen to children as they play. Children eagerly describe the differences between fruits when making a fruit salad and bring new words they hear into their play. For instance, children eagerly talk about the 'galaxy' as they develop their imaginative play during a planet activity.
• Parents overwhelmingly report that staff are nurturing and that they offer the best care for their children. Staff build effective partnerships with external professionals involved in children's care. Parents comment that staff work with them to develop a community feel. This ensures excellent continuity of care and learning.
• The pursuit of excellence is clearly demonstrated by leaders and staff. They have an unwavering goal to teach children to the highest of their ability. Staff are continually supported to develop their knowledge further. For example, staff at the beginning of their career are given excellent foundations in their training. Ongoing professional development successfully raises standards of teaching to a higher level. This benefits all children.