Irlam Road Nursery

What is it like to attend this early years setting?

Children arrive with smiles on their faces as they are greeted at the door. They confidently separate from their parents and carers, ready to start their day at nursery. Staff at the nursery know the children well and use information shared by parents to support children's individual needs. Staff know their key children well and form good bonds with them. Children play alongside their key workers and seek comfort at times, showing they feel safe and secure in their care. This supports children's overall emotional well-being.

Children benefit from a strong key-person system. In the rooms, children are able to look at photos of their families on the family trees that parents have provided. This helps them to respect their differences and similarities to others and promotes conversations, which gives children a real sense of belonging.

Children are helpful and happy to follow instructions. They line up ready to go into the outdoor play area. They happily chat to their friends about the role they have been chosen to be as the helper. Staff model positive behaviour to help children learn to share and take turns.

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

• Leaders and staff work together to plan an ambitious curriculum. They regularly assess their provision to reflect the interests and needs of the children. Staff know the children well and review what children need to learn next. They assess children's learning and use this information to implement appropriate next steps in learning. These are shared with parents to support home learning. Children are well supported in their development.
• Communication and language development is a high priority for all children. Staff teach young children songs and rhymes, which helps to build their vocabulary and self-esteem. Children enjoy joining in the actions. Children use language such as 'squeeze' and 'more' while washing the cars outdoors. Children develop good language skills.
• The nursery promotes independence from an early age. For example, younger children learn how to pour their own drinks and tidy up the table after mealtimes. However, at times, staff do not always provide older children with the same opportunities to extend their independence skills further by letting them complete tasks for themselves.
• Children's health is promoted effectively. Children learn good hygiene practices, including brushing their teeth at nursery. The food provided is nutritious, with special dietary needs catered for appropriately. Children develop their understanding of good oral hygiene well.
• Support for children with special educational needs and/or disabilities (SEND) is good. Staff swiftly identify any children at risk of falling behind. Partnerships with other professionals are effective in helping children to achieve their goals. The nursery supports children with SEND to ensure transitions are smooth to their next stage of learning, such as school. All children make progress from their starting points at the nursery.
• Overall, behaviour is good at the nursery. Children are encouraged to share and wait for their turn with friends, and at times, they follow instructions well. However, staff do not consistently set clear expectations for children, such as tidy-up time to keep the environment tidy and safe. This means that some children do not take responsibility for the environment, and the space children have to move around safely in is restricted.
• Children enjoy being physically active within the setting's indoor and outdoor spaces. They access a variety of activities to develop their larger muscles. For example, children access soft play equipment where they climb, balance and slide. Children also develop their smaller muscles well. For example, children manipulate dough and enjoy using a range of materials at the dough table. This helps children with early writing skills.
• Staff promote opportunities for children to learn about the diverse world. They celebrate different occasions with the children and give them opportunities to taste food from around the world. This helps children to learn more about the world around them.
• Partnerships with parents are well established. Parents express their appreciation of the nursery. They value the feedback they receive and report that they are happy with the progress their children have made since starting. Parents also report that they feel the nursery has supported their children's transition to school.

What the setting must and should do next

The provider should:

• allow older children opportunities to promote their independence skills further
• routinely explain to children why they should tidy up after themselves, so they learn how to keep themselves and others safe.