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What is it like to attend this early years setting?

Children thrive in this very welcoming setting. They develop strong confidence and a clear understanding of how to stay safe from a young age. Staff create a nurturing, stimulating environment where all children and families feel welcome. They use gentle prompts, follow children's interests and adjust to their needs during times of change, such as when children move from one activity to another or start something new. Children are well supported and develop secure foundations in readiness for their next stage of learning. Staff know the children well and confidently talk about their progress. They implement the curriculum effectively, taking each child's needs and circumstances into account, and provide a wide range of activities that promote creativity, imagination, curiosity and problem-solving. For example, children are highly engaged filling different containers with sand.

The setting values and promotes inclusiveness in an age-appropriate way, helping children see themselves represented and understand what makes them unique. Staff ask parents about the cultural events they celebrate and thoughtfully include these in their planning. They share regular updates on children's progress and support parents in extending learning at home. Staff offer plenty of praise for children's efforts and achievements, and as a result, children smile with pride, showing a strong sense of belonging and self-worth.

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

• Children enjoy a well-organised environment with activities that help them learn and build new skills. They have strong, trusting relationships with staff, which helps them feel confident and safe. Children know when to ask for help. For example, they wait for a staff member to support them on the outside steps.
• Generally, staff support children to do things for themselves to promote independence, such as choosing their own activities and washing their hands. They offer encouragement and guidance, helping children build confidence in daily tasks. However, at times, staff step in too quickly and do things for children that they could manage on their own or be encouraged to try. For example, on occasion, they carry children who are able to walk or put on shoes for those who can attempt it themselves. This does not consistently help children practise their self-care skills or learn to do things for themselves.
• Staff have worked hard to support children and their families, helping them make good progress from their early stages of development. They spend time getting to know each child and use lots of praise, encouragement and patience. For example, children who were nonverbal when they began now use words and actions to communicate effectively. Additionally, children who struggled with eating are now trying a wider variety of food.
• Staff support children well in managing their emotions. When children struggle to regulate their behaviour, staff respond appropriately to help them feel calm and secure. For example, they use strategies such as going for a walk around the school or other activities linked to children's individual interests, which helps them to settle.
• Links with other professionals and agencies are also well established. For example, staff share children's progress with specialists to develop targeted support for children with delays in their language and other suspected developmental delays. This approach promotes all-round consistency in children's learning and development.
• The management team and staff build strong relationships with parents by greeting them warmly and sharing information. They get to know children and families well, creating trust and understanding. Parents praise the nursery for the quality of care, the support they receive and their children's progress. They also appreciate regular updates on their children's learning and development.
• The management team and staff closely monitor children's progress to identify and address any learning gaps. They use this information to plan effectively for future development. All children, including those who receive additional support, make good progress from their starting points. Staff regularly engage in training to improve their knowledge and teaching skills.
• Overall, staff support children well with fun and meaningful activities that match their interests and help close gaps in their learning. However, sometimes they don't notice when children lose interest or stop joining in. As a result, occasionally some children miss out on important learning.

What the setting must and should do next

The provider should:

• strengthen staff's consistency in supporting children to develop their independence and self-care skills
• enhance staff's support for quieter children during activities, giving them the time and confidence they need to take part more fully.