Lakehouse Nursery

What is it like to attend this early years setting?

Children are highly enthusiastic and confident learners. They arrive happy to see their key person and excited to start exploring. Staff provide excellent support for children to become exceptionally independent, managing as much as they can for themselves, and staff challenge them further to develop new skills. Children are extremely resilient to setbacks, as staff provide highly positive support, helping children to notice what did not work and think of ways to resolve it.

Staff plan an inspiring environment with open-ended resources that children are eager to investigate. For example, babies discover that they love the feel of wet cornflour but do not like the taste. Staff are skilfully observant and notice what fascinates children to extend their learning further. For example, older children act out in their role play their understanding of what a dentist does. Staff then develop this into an activity where children practise brushing teeth and discuss their experiences. Toddlers sort items by colour and use weighing scales but when children start to balance wooden beads on the scales this becomes a problem-solving activity.

Parents do not enter the premises as they did before COVID-19 restrictions. However, they are extremely positive about the highly successful communication. Most prefer the new system, and the children settle quicker, without the rooms becoming congested.

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

• Managers plan an excellent curriculum, focusing on what they want children to achieve before they go to school. They have an exceptional understanding of how to sequence children's development to get them to that point. Each key person has an excellent understanding of their key children's abilities and what they need to focus on next. They have an important awareness of children's family backgrounds and work extremely well with parents, other settings, and outside agencies, so that all children make rapid progress.
• Children are determined to achieve and are extremely proud of their successes. For example, babies smile and clap their hands when they manage to stack four toy bricks on top of each other. They are motivated by the staff's positive response and want to keep on trying. When older children say they find something tricky, staff provide excellent support, demonstrating and giving children plenty of time to practise. For example, children are delighted when they master using scissors.
• Staff provide outstanding support for children's communication and language skills. For example, they narrate children's play and provide babies and toddlers with visual points of reference for new words. Throughout the nursery, children enjoy using books, including ones that represent their family languages and backgrounds, that give them a huge sense of self-worth. Staff empower older children to use an extensive range of language to express their emotions, such as frustrated and embarrassed. Staff ensure all children are included in group discussions and reflect on their learning to aid remembering.
• Children behave extremely well. Staff provide sensitive support for children to self-regulate their behaviour. They have strong attachments with their key person, which ensures they feel secure and underpins their ability to learn exceedingly well. Managers have been supporting staff with slowing down children's routines to use as a learning experience and this is embedded very securely, promoting children's well-being extremely well. Staff work consistently with parents to know babies' routines and ensure they meet their individual needs highly effectively. Children have an exceptional start to becoming good citizens. For example, they help plant community flowerbeds, go litter picking on the beach and visit elderly residents.
• Managers have a very good understanding of the quality of teaching and through supervision and outstanding support, they empower staff to challenge themselves and take on senior roles. For example, the manager is mentoring staff to take on responsibilities to support children with special educational needs and/or disabilities. They have trained in sign language to aid communication. Staff ensure that all children are included and enable them to achieve what they want to achieve. Parents cannot speak highly enough about the provision, describing staff as fantastic and the support they receive as amazing. Staff are enthusiastic about their roles and love coming to work.