Jarrow Day Nursery

What is it like to attend this early years setting?

Children thrive at this exceptional, highly stimulating nursery where they are excited and motivated to learn. They enthusiastically respond to the sincere 'good mornings' they receive from all staff. Older children eagerly leave their parents at the entrance and babies immediately reach out when they see staff. They are so excited and keen for their learning to begin. Staff pay close attention to details, such as making sure children's favourite resources are readily available when they arrive. This helps children to feel safe and respected from the moment they enter the nursery.

Staff are highly committed to ensuring every child achieves to the best of their abilities. They are very skilled at using children's spontaneous interests to support their developing communication and physical skills. For example, children proudly show how they can make their wellington boots flash. Staff immediately build on this interest and suggest movements for children to follow. Children enthusiastically bounce, hop, jump and move backwards and forwards. They giggle with absolute joy and their faces are a pleasure to see.

Children thoroughly appreciate playing together and are active, busy learners. They relish the freedom they have to explore the outdoor environment. Children show exceptional levels of problem-solving, perseverance and a 'can-do' attitude to achieve their goals from a young age. For instance, when children decide to clean the surface they have been using for painting, they discuss together what they need, who will hold the hosepipe and who will direct the nozzle. Their faces show deep concentration as they work together to achieve their goal.

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

• Management and staff have high aspirations for every child to develop a love of learning. They implement a first-class curriculum that inspires children to learn. Staff use continual discussions with parents and detailed knowledge of every child to plan for the next steps in children's learning. Alongside this, they are proficient in recognising how children are learning and instantly provide resources for this learning to develop. For example, staff notice babies' curiosity in posting objects. Staff instinctively collect further resources to maintain this learning without any interruption to their flow of play.
• When the national COVID-19 restrictions were lifted and children returned to the nursery, staff noted some delay in children's development. Consequently, they focused on helping children to catch up with their communication skills. For example, children take great pleasure in blowing bubbles. Staff talk of how they intentionally use bubbles to help to develop children's facial muscles, which makes them more adept at making sounds and having clearer pronunciation.
• Children have wholeheartedly adjusted to returning and their development is flourishing. They are well prepared to move onto the next stages of their learning, including school.
• Staff are exceptionally mindful to the needs of children with special educational needs and/or disabilities (SEND). They work in close partnership with a wide range of other professionals to ensure that children and their families get the excellent support they need. Consequently, children with SEND are integrated into the nursery especially well.
• Children in receipt of funding are very well supported and this is targeted to meet their identified needs. For example, staff recognise that some children need additional help to understand the routines of the nursery, such as getting ready for lunch. They use sand timers to help children be aware, in advance, of any changes taking place. This develops children's confidence to even higher levels as they quickly embrace these routines.
• Partnerships with parents are outstanding and a key strength of the nursery. Parents praise the support given by the manager and staff throughout the time the nursery was closed due to the COVID-19 pandemic. Parents valued the online communication and help offered. For example, staff contacted other support services on behalf of parents to ensure children received the support they needed.
• Staff are innovative in developing children's understanding of number. For example, they give older children opportunities to be special helpers. They count the number of children present and check this number with the register. Children are enthusiastic in this role and relish calling out the numbers as they count, demonstrating that they are very proud to take on this task.
• Children's behaviour is exemplary. They listen carefully and respond to instructions from an early age. Children display high levels of confidence, independence and respect. For example, they hurry to make sure tables are wiped as they help to prepare for lunch. This shows that children fully understand how to care for their resources and value their environment. Children willingly let others enter their play, eagerly share resources and explain what they are doing.
• Staff are creative in fostering children's love of books and developing their imaginations. They inspire children to bring the stories they are reading to life. For example, children draw plans of their house of bricks from 'The Three Little Pigs'. Using bricks to build, they decide that the house has to be 'very high' and has to have a chimney 'the wolf cannot get down'. Children embrace challenge and are delighted at the praise received for their efforts.