Happy Kid's Face

What is it like to attend this early years setting?

Children play in a safe, welcoming and well-resourced learning environment. They see bright displays of their artwork and their photos on the wall. Those who speak English as an additional language hear and see their home languages in the nursery. This environment, which staff have created, encourages children's enthusiasm for learning and successfully supports their emotional well-being.

Children of all ages are happy and motivated learners. Younger children enjoy stacking up wooden bricks and playing in the role play area. Older children delight in practising their early writing skills. They are able to give meaning to their drawings, which demonstrates their good communication skills. For example, they comment that they have drawn 'a beautiful princess' and 'a heavy star'.

Children behave well. They share and take turns with their peers. Children respond positively to the high expectations from staff. For example, younger children learn to wipe their own noses and how to dispose of used tissues safely. Older children delight when staff give them extra responsibility, such as serving the lunches and pouring drinks for their friends. Children gain strong self-care and independence skills that will help them in the next stage of their education.

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

• The manager makes good use of the self-evaluation process to make positive changes. As an example, she has reviewed the rear garden to enrich and extend the range of opportunities offered to children. This includes a new digging and planting area to raise children's sensory and investigative skills.
• The manager provides staff with support and training to develop their skills and knowledge. For instance, a workshop has enabled staff to understand children's play and the value of engaging with them. This has helped staff to build stronger relationships with the children. The manager recognises the need to identify the training needs of newer and less-experienced staff more accurately in order to raise their good teaching to the highest level.
• Staff observe and assess children's learning to help them to make good progress. However, occasionally, some staff do not use the information to identify clear next steps for children, particularly for the younger ones. For example, younger children find some planned activities slightly too difficult and they lose their concentration.
• Staff use a range of strategies to promote children's language, speaking and listening skills. For example, they mimic children's babbles, read books and make age-appropriate comments during play. Children develop good language and communication skills for their age.
• Mathematics features highly in the educational programmes and is promoted well. As a result, children learn to count accurately from one to 10 and beyond. Those who are most able can solve simple addition and subtraction problems. Children have strong mathematical skills.
• Parents are overwhelmingly appreciative of the care and support their children receive in the nursery. They find staff are friendly and approachable. Parents value the the two-way communication between them and staff, which helps to establish a consistent approach to children's learning. Children benefit well from this successful partnership.
• Staff build strong attachments with their key children. They offer children lots of praise and reassurance, which has a positive impact on children's emotional well-being.
• Children show high levels of confidence in social situations. They enjoy socialising and engage well with their peers, including unfamiliar adults.
• Children behave well and have positive attitudes to learning. They form strong friendships and play cooperatively.
• Staff promote children's healthy lifestyles well to support their growth and development. This includes providing children with plenty of opportunities for fresh air and exercise. In addition, staff are aware of children's dietary needs and ensure children eat nutritious meals and snacks. Staff protect children from spreading infections and germs. They encourage good hygiene habits, such as regular handwashing.

What the setting must and should do next

The provider should:

• extend the opportunities for newer and less-experienced staff to engage in targeted professional development to raise their good teaching to the highest level
• make more effective use of observations and assessments to identify clear next steps for children, particularly for the younger ones.