Knowle Green Day Nursery

What is it like to attend this early years setting?

Leaders consider ways to enhance the learning environment so that it enables children to make the best possible progress. As such, the exceptionally calm ambiance enriches children's experiences, which supports them to thrive in their learning. Staff provide teaching and care that meets every child's individual needs. For instance, they enable children to choose how they want to join in with activities, such as using different resources during music activities. Staff place a significant focus on supporting children's communication and language skills. Stories, songs and rhymes are an integral part of the everyday routines. Staff read and sing songs with energy and enthusiasm, which supports children to remain highly engaged during these activities. Staff encourage children to retell stories using the pictures in the books for reference. They support children to talk about the differences between the beginning and the end of the story, which helps children to develop their critical thinking skills.

Staff deliver the daily routines seamlessly. They give children time and space to learn to do things for themselves, such as wiping their noses and serving their own food. Staff recognise when to offer children assistance with these tasks. They role model respectful interactions by asking children for their permission first before stepping in to support them. As such, children learn to engage positively with others. Older children reconcile their differences amicably by negotiating and problem-solving together. For instance, when they have different ideas as to how to distribute the sand, they explain their reasons. They listen to each other's point of view before agreeing a way forward that they are all happy with.

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

• Leaders have designed a curriculum that is clear and concise, and staff have a secure understanding of what they want children to learn. This enables staff to plan well for their continued development. They provide children with interesting and engaging activities to encourage them to become involved and concentrate. Children focus for prolonged periods in activities that interest them. They are motivated to learn and show high levels of fascination.
• Overall, staff have a strong understanding of their roles and responsibilities. They receive good support from leaders in their practice through peer observations, meetings and training. However, on occasion, teaching is variable, and children do not benefit from consistently high-quality interactions with staff. For instance, at times, some staff do not use agreed methods to encourage children's communication as they play.
• Staff demonstrate an excellent understanding of the children in their care, including what makes them unique. On entry to the nursery, staff gather appropriate information from parents, which enables them to get to know children well before they start. Children develop strong attachments with staff and show extremely high levels of emotional well-being. They are eager to explore their surroundings and 'check in' with staff for reassuring cuddles.
• Children behave exceptionally well. Leaders and staff have extremely high expectations for children's behaviour and conduct, and these are commonly understood and followed across all areas of the nursery. Staff act as positive role models and provide children with an abundance of praise for their positive behaviour. Children play harmoniously alongside others. They learn the language of emotions. For instance, staff read stories and encourage them to think about how the characters are feeling and why they think this. Children talk confidently about the characters being sad because they are crying. This helps children to develop their awareness of how others are feeling, which builds on their understanding of positive relationships.
• Leaders place a high priority on helping children to become independent in their self-care. This is firmly embedded within children's daily routines. Staff skilfully sequence this learning as children progress through the nursery. For instance, children independently access the tissue stations when they need to wipe their noses. Staff ensure that these routines are not rushed and give children space to complete these tasks in their own time. Additionally, children confidently serve their own food and scrape their leftovers into a bin afterwards. This enables children to develop excellent skills for their future learning.
• Partnerships with parents are built on secure and trusting relationships. Parents hold the nursery staff in very high regard, and their children make excellent progress in their development. They are very grateful for the caring and nurturing staff, who go above and beyond to ensure children are safe and secure. Leaders and staff communicate well with parents through face-to-face discussions, parents portal and newsletters. This ensures that all relevant information is shared so that they can work together to meet children's needs.

What the setting must and should do next

The provider should:

• enhance the arrangements to identify when to provide individual staff with targeted support to ensure that practice is of a consistently high quality.