John Perry Nursery

What is it like to attend this early years setting?

Children develop a strong sense of belonging and settle swiftly in this engaging learning environment. Staff get to know families well and quickly establish what impacts a child's day. There is an effective key-person system in place. Staff offer children reassurance and cuddles, which helps children to feel safe and promotes their well-being. Children are happy as they play with their friends and the staff. They are kind and behave well.

The curriculum supports children's development, and leaders and staff adapt it to meet the needs of the children who currently attend. For instance, they focus on children's social and emotional well-being as well as supporting them to become confident communicators. Staff support children's emerging language skills well. For example, they use visual aids and encourage children to make choices. As a result, all children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

Staff support children as they model and engage in play with them. For example, children enjoy role playing with staff using puppets. Staff support children to develop their literacy and mathematical skills while being active. They help children to develop positive attitudes in all areas of their learning.

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

• Leaders are clear on what that would like children to know and learn during their time at the nursery. They create an ambitious and well-planned curriculum. Activities are based around the children's interests and topics, and children are encouraged to join in. On some occasions, however, staff are not as confident in their understanding of what it is they want children to learn during planned activities. Despite this, children develop a good range of skills for their future learning.
• Conversations are welcomed by staff, who are responsive to what children say. Children initiate discussions with others and share their ideas. They show enthusiasm and talk about topics that excite them. This is well illustrated when the friendly children talk to new visitors about their time at the nursery and how they look after the nursery's pet snails.
• Children's physical development is well supported. Children access outdoor activities regularly. They develop their large muscles as they run and ride on wheeled toys. Older children demonstrate excellent small-muscle skills when making marks on white boards using marker pens. This supports children's emerging early writing skills.
• Staff provide effective support for children with SEND and their families. Staff use their observations to help to identify additional needs. They communicate effectively with parents and, where necessary, work collaboratively with external professionals to meet the needs of these children. Additional funding is used appropriately to support learning.
• Staff successfully embed mathematics into activities and conversations. Younger children spend time singing number songs. Older children use mathematical language during their play, such as 'big' and 'small', and they confidently count. This means children start to understand simple mathematical concepts.
• Children are constantly encouraged to develop their independence. For example, younger children are supported to feed themselves. Older children access various learning stations to make choices about what they want to do next. Children display excellent manners and play together cooperatively. Children are confident and independent learners.
• Partnerships with parents are effective. Staff offer guidance when needed, such as with toilet training. New initiatives, such as activity packs and a lending book scheme, are helping to support children's learning at home. Parents talk positively about the nursery and the progress their children make.
• Staff say that leaders prioritise their well-being. Staff are nominated for their achievements and given regular praise and encouragement. In addition, staff write appreciation cards for their colleagues for the work they have done. These initiatives create a culture of teamwork and kindness.
• Staff receive regular training opportunities, both in-house and through an online training service. However, leaders have not fully established a highly effective method for feeding back areas for improvement to raise the quality of teaching to an even higher level.

What the setting must and should do next

The provider should:

• support staff to have a clearer understanding of what children need to learn during planned activities
• enhance the support and coaching offered to staff to target gaps in their practice more effectively.