Heirs and Graces PDN

What is it like to attend this early years setting?

Leaders and staff create a happy and positive environment for children. They form strong bonds with children, which in turn helps children to feel safe and promotes their emotional well-being. Children's behaviour is very good. Staff act as good role models and have high expectations for children. They teach children to identify and regulate their emotions. Children confidently talk about what makes them happy or sad. As a result, they are able to communicate their feelings to one another. Children show kindness and concern for one another as they play harmoniously together. This helps to build children's confidence, resilience and self-esteem.

Staff plan tailored activities that meet children's individual needs. For example, children spend time exploring sensory items in a basket and play in small groups with staff to develop their social skills.

Staff provide children with opportunities to help broaden their learning. For example, they plan experiences for them to look at and learn about ponies and to care for the nursery rabbit. Children acquire a rich understanding of the world around them. They are keen to carry out tasks for themselves. For example, children pour their own drinking water and feed themselves with cutlery. They serve their own healthy meals and put on their own coats. Children demonstrate positive attitudes to learning.

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

• The leaders of the nursery are experienced, knowledgeable and passionate. They lead a dedicated staff team, who together are relentless in their drive to ensure that all children have the best possible start. The curriculum is broad and balanced, and staff implement it well, when indoors. However, when outdoors, the curriculum is less effective. Some activities lack a clear focus, which means that children lose interest quickly. This reduces children's engagement levels and learning experiences, particularly those children who prefer to learn outdoors.
• Staff instil a love of books and reading. Children find their favourite stories and staff encourage them to turn the pages and name the items that they point to. Children also enjoy a range of activities which help them to develop the physical movements needed for later writing. Older children freely draw and paint, displaying very advanced skills. Children's early literacy skills are developing very well.
• Support for children with special educational needs and/or disabilities (SEND) is well embedded. The special educational needs and disability coordinator works closely with staff, parents and other professionals. She uses her knowledge and skills to swiftly implement targeted support for children. Children with SEND are consistently supported and make good progress.
• The curriculum at the nursery prioritises children's communication development. Children of all ages are immersed in songs, stories and rhymes. Staff provide activities for children to extend their vocabulary and ask them questions which promote their thinking skills. This helps increase children's confidence and prepares them well for their eventual move to school.
• Overall, the day is planned well, and children are engaged. However, at times, such as mealtimes or during large-group play, some activities are not as well thought out. This results in some children becoming disengaged and noise levels rising. Staff do not consistently support children to get the most from these learning opportunities, particularly during mealtimes.
• Leaders are truly dedicated to the nursery. They ensure that staff feel happy and supported in their roles. Staff undertake regular training to support their ongoing professional development. This ensures that they are able to give their very best to the children and their families.
• Partnership with parents is strong. Parents receive information about children's development throughout the term. They have meetings with staff to contribute to children's assessments and know what their next steps in learning are. Staff provide parents with home learning suggestions to support children's learning at home. This provides continuity in children's care.
• Children benefit from extra-curricular activities, such as yoga, French lessons and martial arts. Staff plan yoga sessions, where children practise different yoga poses and breathing techniques. Children talk to staff about how the yoga poses make them feel. These activities help children to build confidence in their physical skills, which supports their overall well-being.

What the setting must and should do next

The provider should:

• focus the curriculum for outdoors more sharply on what children need to learn next, particularly for those children who prefer to learn outdoors
• review the organisation of routines and activities so that children are consistently engaged to further support their next steps in learning.