KidsStop

What is it like to attend this early years setting?

Children are welcomed into the homely nursery by caring and nurturing staff. They develop a special bond with their key person, helping them to feel safe and secure. The environment supports children to be curious as they are able to access a variety of natural resources. For example, older children help themselves to flour and water and make their own play dough. Babies explore fresh vegetables in the play kitchen, using their senses to discover different textures.

Outside, children explore a variety of ingredients as they combine them to make potions. They show a positive attitude to learning as they excitedly tell each other to 'listen to the fizz and pops' as they add water to the mixture. Physical development is well supported as children weave in and out of cones on balance bicycles and scooters. Babies practise their hand-to-eye coordination as they explore dried pasta. They use utensils to scoop and stir as they happily fill and empty containers.

Children are cheerful, helpful and behave well. They follow daily routines with pride. For example, children offer to complete jobs such as setting the table for mealtimes. Children build relationships with their friends and learn to share resources.

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

• The passionate manager works with staff to devise a curriculum that builds on what children know and can do. Staff know the children well and create a one-page profile that identifies children's interests and stages of development. This allows all staff to plan exciting and engaging activities effectively that support children to progress through all areas of learning.
• Children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language have appropriate support in place. The special educational needs coordinator works closely with staff and other professionals to ensure the right support is in place for children to make good progress.
• Staff are skilled in supporting children's communication. As children play, staff use questioning effectively to further children's knowledge. They extend children's vocabulary, introducing new words during play. For example, as children create a garage for their cars, staff introduce words such as 'mechanic' and 'exhaust'.
• Overall, children are engaging in activities effectively. They make choices in their play and are well supported by staff. However, during group activities, staff do not always recognise when quieter or less-confident children would benefit from more interaction to further support their learning and enjoyment.
• Older children are developing their independence. They confidently tidy up and wash their hands before mealtimes. They select and serve their own food and pour their own drinks. However, younger children are not consistently supported to take part in the same routines.
• The nursery cook provides healthy, nutritious meals that children enjoy. The manager works with the cook to ensure that children's dietary requirements are met. Staff support children's understanding of healthy choices through discussion and play. For example, during role play, children select fruit and vegetables to feed the dolls and use toothbrushes to brush the doll's teeth.
• As children move rooms within the nursery, their needs are thoughtfully managed to ensure they are gently introduced to new areas. For example, at quiet moments of the day, toddlers join older children to play. This supports children's well-being and confidence when moving on.
• Staff support children's awareness of diversity and the wider world. They use stories, music and resources to promote curiosity. For example, during role play, children use food packets from different countries. Staff engage children in meaningful conversations about the items they are using, furthering children's understanding of other cultures.
• Partnerships with parents are good. Parents praise the nursery's 'caring staff' and 'family atmosphere'. They note that their children have become more confident and social since starting nursery. Staff regularly update parents on what their children are learning and how this learning can be continued at home.
• Managers carry out regular supervision sessions with staff, where they discuss training needs, staff's key children and staff well-being. Staff training is well focused to benefit children. For instance, staff have attended baby-room training that has led to enriching the environment to enhance babies' development.

What the setting must and should do next

The provider should:

• help staff to be consistent in their approach to developing young children's independence so that children learn to manage tasks for themselves
• support staff to recognise when less-confident children would benefit from their interaction to enhance children's learning further.