Imperial Oaks

What is it like to attend this early years setting?

Leaders and staff greet children warmly each day, creating a nurturing and welcoming atmosphere. They adopt a kind and caring approach, offering comfort and reassurance to help children settle quickly. Staff focus on building trusting relationships, arranging thoughtful inductions and working closely with parents to understand children's individual needs. This supports smooth transitions, such as from the baby to toddler room, and promotes children's emotional security and confidence.

Staff are committed to helping all children make the best possible progress. They deliver a carefully planned curriculum that reflects each child's next steps and interests. Particular attention is given to supporting communication, language and social skills. Strategies are tailored to promote the needs of children who speak English as an additional language and those with special educational needs and/or disabilities (SEND).

Children feel relaxed and ready to engage in their play and learning because staff respect their needs and provide clear guidance. For example, children learn to take turns and use cooperation skills during cooking activities, where staff model language and explore problem-solving. Staff also use songs and consistent routines to support children during transitions, while reinforcing clear behavioural boundaries. As a result, children develop positive attitudes, regulate their emotions and thrive in their learning.

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

• An effective key-person system ensures staff know children well and use observations to plan for what children need to learn next. Leaders and staff act swiftly to secure early support, adapting provision and working with external professionals so that all children, particularly those with SEND, make good progress. For example, staff implement individual plans, adapt resources and provide staff with bespoke training to meet children's needs.
• Children show positive attitudes towards their learning and engage enthusiastically in group activities. They enjoy playing alongside their peers, and staff skilfully model sharing, turn-taking and cooperative play. The nursery's 'Golden Rules' are reinforced consistently by staff, helping children to understand expectations and develop self-regulation skills. As a result, children demonstrate strong social skills, show consideration for others and are confident to participate fully in learning activities.
• Staff teach children the importance of being healthy through engaging activities and structured routines. For example, children take part in weekly tooth brushing sessions and discussions about healthy eating. Staff model and encourage good habits. They praise children's efforts, and involve them in making healthy choices. This helps children develop a strong understanding of personal health and supports their overall well-being.
• Children have frequent opportunities to develop their physical skills, both indoors and outdoors. They enjoy exploring the garden, riding tricycles and balance bicycles and participating in daily exercise routines. Staff provide opportunities for children to learn to manage risk, such as by using a variety of real tools at the woodwork bench. This also supports their coordination and problem-solving skills. These experiences help children to develop their muscles, confidence and resilience, and foster independence and an awareness of their safety.
• Staff support children to become independent and confident learners. Children serve themselves at mealtimes, manage self-care routines and help tidy away toys and equipment. They develop a strong sense of capability, responsibility and pride in their nursery environment.
• Overall, staff support children's communication and language development well. They narrate play, introduce new words and model sounds. Babies and toddlers join in with stories, songs and actions. However, during group activities, staff do not consistently encourage and support older children to further build on their language skills. For instance, staff do not always offer opportunities for children to respond in full sentences, extend their vocabulary and practise expressive communication to strengthen their confidence and language skills further.
• Parents and carers speak highly of the care their children receive. They value the clear, regular communication about their child's learning and development and feel well informed about how they can help at home and about children's targets. This supports effective continuity with learning at home.
• Leaders foster a positive, supportive culture by providing high-quality coaching, training and regular supervision meetings for staff. Targeted coaching helps build on staff's strengths and enhances their professional skills. They aspire to deliver the best outcomes for children.

What the setting must and should do next

The provider should:

• enhance how staff model and extend language in group activities to further strengthen older children's language development and develop their confidence in communication further.