Inmaa Nursery & Pre-School LTD

What is it like to attend this early years setting?

Children arrive happy and eager to learn in this safe and welcoming nursery. They quickly settle as they find an activity of their choosing. Staff model mathematical language as children scoop up soil and fill containers. They encourage children to describe how containers are 'empty' and 'full'. Children play in harmony with their friends as they learn to share toys and resources. Staff sing action songs with young children, who giggle and smile as they learn how to make their bodies 'big' and 'small'. Children are encouraged to build their large-muscle skills as they climb steps and shout, 'Ready, steady go!', before pushing themselves down the slide.

Staff help younger children to develop their growing imaginations, such as when they pretend to care for 'babies'. They encourage children to find blankets to wrap them in before they push them in pushchairs. Older children are respectful to others as they take turns to delve into a 'song box' that has pictures and props of characters from songs. Children demonstrate what they have previously learned as they join in the words to the familiar songs that they sing with enthusiastic staff. Staff support children to build their small-muscle skills in preparation for writing. For example, children squeeze and squash play dough. Staff help children to mould the dough and to use rolling pins and cutters.

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

• Children with special educational needs and/or disabilities and those who are have gaps in their development are well supported by leaders and staff. Working with parents, carers and other professionals helps staff to tailor the care and learning that they provide for children to meet their individual needs. Staff make effective use of additional funding to enable children to access high-quality care and learning opportunities throughout their time at the nursery.
• Partnership with parents is strong. Parents comment that communication is good and that staff are attentive and kind to their children. They say that their children cannot wait to arrive at the nursery and are reluctant to leave. Parents enjoy the daily feedback that staff give them about their children's achievements.
• Staff promote children's positive behaviour effectively. For example, they teach children how to share resources and take turns. Children know that they must tidy away toys that they have been playing with and to always use 'kind hands'. As a result, children demonstrate that they understand the rules. They behave well, are polite and show affection for each other.
• Children demonstrate an understanding of the routines. They quickly learn to be independent and manage their own care needs. For example, children open their own lunch packages and proudly show adults how they put on their coats using the 'coat flip' technique. Children access the bathroom independently and wash their hands without being prompted to do so.
• Leaders ensure that staff receive regular coaching, training and support to enable them to develop their practice and update their knowledge overall, especially around safeguarding. Staff ensure that children receive care in a safe and secure environment. They state that they feel well supported.
• Overall, staff plan activities that are interesting and stimulating for children. However, the organisation of large-group teaching does not always allow for younger or quieter children to contribute their thoughts and ideas. Consequently, during these sessions, learning for these children is not as effective compared to those who are more confident or older.
• The education programmes are clearly sequenced to help children to build on what they already know and can do. This helps children to be ready for the next stage in their learning. Leaders have a clear vision of what they want children to learn. However, some staff have not been given the opportunity to fully understand their responsibilities. As a result, not all staff are aware of the curriculum intention, and some activities are not pitched at the right level. This means that some staff do not focus their teaching precisely enough to help children to build on what they know and can do.

What the setting must and should do next

The provider should:

• organise group activities more effectively to ensure that all children, particularly younger or quieter children, are able to contribute and benefit more fully from the learning opportunities
• strengthen staff's understanding of the curriculum intent for children so that their teaching is consistently focused on what they want them to learn.