Jubilee Nursery

What is it like to attend this early years setting?

Children arrive at the setting excited and eager to join in the range of activities that are available to them. They receive a curriculum that is meticulously planned in a way that challenges their thinking and extends their learning and development beyond what is expected for their age. This is particularly evident in how staff support children's language and vocabulary development. Older babies show a strong interest in dinosaurs. Staff incorporate this into a range of play experiences and focus on teaching the children new and complex words. As a result, these older babies choose a number of dinosaurs and correctly identify a 'stegosaurus' and 'brachiosaurus' by saying their name.

Children's behaviour is exceptional. They show a desire to be kind, helpful and caring towards others. For instance, pre-school children offer support and reassurance to younger children who are settling, guiding them to where to sit when playing a parachute game. The highly effective key-person system ensures that all staff are aware of the needs of all children, not just their own key group.

In response to the COVID-19 (coronavirus) pandemic, parents do not currently enter the setting. However, staff ensure that they continue to receive a detailed handover of their child's day at the end of each session. Parents value this information and feel that they are well informed about their children's learning and development.

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

• Staff are highly effective in supporting children's physical skills. During outdoor play, toddler and pre-school children learn how to hold and use a range of sports equipment correctly and safely. For instance, when children struggle to hit a ball with a bat, staff use a hand-over-hand technique to teach the children how to hold the bat and where to look to best see the ball. After some practise, children swing the bat and hit the ball successfully.
• In the baby room, staff encourage children to independently access climbing and slide equipment. They are close by and ready to offer support while allowing the babies to explore their own risk and develop an understanding of their capabilities.
• Staff are extremely attentive to children's individual needs. They gather detailed information from parents when children first start at the setting. This information provides staff with clear insight into what each child already knows and can do. Staff use this information to plan exciting and engaging activities, tailoring them to each child's needs. As a result, all children make significant progress from their starting points.
• The setting offers an inclusive environment where children are encouraged to ask questions and share their views about their similarities and differences. Children ask why their skin colour is different to others. Staff use this opportunity to teach them about skin pigmentation and how this differs based on their cultural background.
• Children are highly respectful of each other and their feelings. Older children reach out and take the hand of children who are new to the setting and may be unsettled. They lead them to activities and show them how to use the resources while playing and exploring together.
• Staff recognise the impact that the COVID-19 pandemic may have had on children's mental health. They use their 'My Happy Mind' programme to promote a safe space where children can talk about their feelings. Staff use this space to teach children about why they might feel the way they do and how best to manage these feelings.
• Children with special educational needs and/or disabilities are extremely well supported. Leaders and managers ensure that all staff have the knowledge and skills they need to provide and adapt activities to include all children.
• Leaders and managers have an ambitious vision that is embedded throughout the setting. They effectively use robust recruitment and selection procedures to identify staff who are suitable, experienced and share their vision for high-quality care and education.
• Staff speak highly of the detailed induction process and how it helps them settle in to their roles. Leaders use supervisions and one-to-one discussions exceptionally well to monitor staff practice and promote their well-being.