Ickle Pickles Nursery School

What is it like to attend this early years setting?

Staff create a warm and welcoming environment for children and their parents and children demonstrate that they feel happy and secure. Staff know the children well. They find out key information about children, from when they first start attending. Settling in sessions are arranged and staff ensure that children transition successfully when they move on to the next stage of their educational journey.

The nursery implements an ambitious and sequential curriculum. Leaders consult with staff in each room to decide what is important for the children to learn. Staff have a clear knowledge about child development and how to meet each child's needs. Staff are reflective in their practice and ensure that children's learning continues at home by giving parents useful advice and guidance.

Staff promote children's positive behaviour and support their individual needs. For example, they recognise that young children need time to calm down and regulate their emotions. Staff support children to recognise the impact of their actions on others and learn how to keep safe, as they play and enjoy each other's company.

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

• Babies enjoy a stimulating environment that appeals to their senses and allows them to be actively curious in their learning. For example, staff provide real herbs and lemons for children to smell. Children rustle real crispy leaves and enjoy the feeling of soft carpet tiles on their toes. Staff know children's learning styles well and actively promote the importance of play and exploration, for the youngest age range.
• Children enjoy an engaging outdoor space, as well as taking part in outings in the local environment. For example, toddlers practise their running and balancing skills and enjoy the ride-on toys available. Staff present physical challenges to all children to promote their large-muscle skills and encourage them to take managed risks.
• Leaders and staff are very reflective of their practice and of the ever-evolving learning environment. Staff regularly rotate the resources available, to keep the provision fresh and appealing. For example, staff review topics with older children and give them the opportunity to be involved in planning new aspects of their learning. They work hard to encourage children's thoughts and ideas, to enhance their creativity and imagination.
• Young children speak confidently and fluently, and conversations with children are meaningful. Children of all ages use sign language confidently to communicate their needs. However, at times staff do not manage the noise levels effectively. They have not considered how this may affect children's communication and language development, particularly during adult-led activities.
• Children behave well. They learn about the importance of sharing and taking turns. Staff include all children and support children with special educational needs and/or disabilities to make good relationships with their peers. Staff intervene when necessary and praise children for their achievements. However, some staff do not consistently deliver clear instructions to children or remind them of rules, particularly around transition times. This means that some children do not always understand what is expected of them.
• Parents speak very highly about this exceptional nursery and the dedicated staff team. They comment on the regular communication and how they feel a part of their child's learning. Staff include parents from day one and offer support to parents for all aspects of their child's learning and development.
• Leaders provide staff with opportunities to extend and develop their own continuing professional development. Staff feel very well supported and feel they have a strong and friendly team. Leaders have recently reviewed some of their policies and procedures and extended this to upskill all staff. This means that staff are more confident, and fully understand their roles and responsibilities to provide the best possible care.

What the setting must and should do next

The provider should:

• support staff to reduce the noise levels in the setting, to fully enable children's communication and language development
• provide children with clear and consistent instructions that support their understanding of the routines and expectations.