Lancaster Road Nursery

What is it like to attend this early years setting?

Children thrive at this inclusive and welcoming setting. The established key-person system ensures staff provide support and encouragement for children as they embark on their learning journey at the setting. It is evident that children are happy, safe and settled at the setting.

Communication and language is promoted very well by all staff. Children are confident communicators, using words and signals to indicate their needs. Staff are very responsive to children's cues. For example, children guide staff to resources they would like to play with. Staff say the name of the toy before handing it to children. Staff use visual prompts for some children when communicating with them. For example, staff show children their nappy, lunchbox and coat to indicate key parts of children's daily routine. Children love stories and listen attentively to staff reading to them. Children join in with nursery rhymes and love dancing and doing the actions. As a result, children are developing their communication and language skills.

Children with special educational needs and/or disabilities (SEND) are supported extremely well. Children's experiences are effectively planned by their key person. Their patterns of play and stage of development are carefully considered when providing activities for them. For example, children who enjoy posting items are given a range of containers and boxes to be able to do this. As a result, all children make the progress they are capable of and are supported well in their learning.

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

• The manager has a clear vision of what she wants children to learn. The curriculum is centred around children's individual interests. Staff observe children and enhance their learning experiences as they play. For example, children who are creating their own artwork are effectively supported to use scissors to help to develop their hand muscles.
• Children love playing outside. They practise their throwing skills, trying to get the ball into the basketball hoop. They also enjoy practising their football skills. Staff encourage children to balance and support them where needed. Children enjoy riding on scooters, especially rolling down the ramps. However, although children enjoy a range of physical opportunities outdoors, staff do not purposefully plan all areas of the curriculum outdoors as well as they do for the indoor provision.
• Children's independence is supported well. For example, children ask for tissues when they need to wipe their nose. They confidently ask when they need to go to the bathroom and know to wash their hands. Furthermore, children find their own packed lunchboxes and find a seat at the table. Throughout the day, children select resources and tidy them away afterwards. Consequently, children understand the importance of maintaining good hygiene practices and are developing their independence.
• The manager invites parents into the setting for 'showcase' evenings. These events provide opportunities for parents to see what their children have been learning as well as being able to speak to their child's key person. Children enjoy taking 'rainbow bear' home and telling staff about the adventures they have been on together. Parent thank you cards are displayed expressing their thanks for the care and education their children received during their time at the setting. The positive partnerships between home and the setting provide a consistent approach to children's learning.
• Staff feel supported in their roles. They attend regular supervision meetings and work with the manager to identify further training opportunities in order to develop their teaching skills and knowledge. Students say they enjoy their time at the setting. For example, they have been learning about completing risk assessments and the importance of safeguarding. The staff team supports students to plan and implement activities. Staff and students are supported extremely well to fulfil their roles. This is reflected in the quality of provision across the setting.
• Staff have a consistent approach to promoting positive behaviour throughout the setting. Children are reminded about using 'kind hands' and distractions are used when children become frustrated and display unwanted behaviour. Children play alongside their peers and are encouraged to share and take turns with them. Staff praise children at every opportunity throughout each day. As a result, children behave very well.

What the setting must and should do next

The provider should:

• support staff to plan purposefully for outdoor learning in order that children who prefer to learn outdoors can do so in their preferred learning environment.