Land of Learning

What is it like to attend this early years setting?

Children are happy to arrive at the calm, warm and welcoming nursery. As they come inside, they choose how they wish to be greeted, either with a hug or a fist bump. Children are confident to find their names and hang them on the self-registration tree, showing they feel safe, secure and respected. Staff support children's emotional well-being effectively. Children benefit from a well-planned settling-in period when they first start at the nursery. This helps them to build relationships with their key person and the other staff. Children show they are settled and comfortable as they quickly engage in the wide range of activities, which are organised with the children's interests at heart.

A high proportion of the children who attend the setting speak English as an additional language. Staff are multilingual. They model vocabulary in the child's home language and then in English, repeating words back with the correct pronunciation. Staff sing songs throughout the day, and children join in with familiar nursery rhymes, which support their communication and language. Books are an integral part of the curriculum and are available for children to access independently in the environment. Staff sit with children to read together. They use animated and expressive voices, which triggers children's interest and supports their love of reading from an early age.

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

• The leaders are highly reflective of the nursery provision. They conduct regular observations of staff practice, give feedback and set targets for improvement. Staff receive regular supervision. The leaders ensure that staff attend regular training to further develop their skills and better support the children who attend. Staff are passionate about how they feel well cared for.
• Staff are positive role models to the children. Children know what is expected of them and, therefore, can follow the routine. They use good manners, are kind and considerate to each other, and are beginning to learn to take turns and share resources. Children behave well.
• Staff present information clearly to children, which promotes good discussions with most children. Staff support them to ask questions and give their own opinions. However, at times, some staff do not give children enough time to respond to questions before quickly asking another question or making suggestions for them. At these times, children do not process what is being asked and do not have the opportunity to contribute their own thoughts.
• Children enjoy their time outdoors and enjoy using a range of equipment that supports their developing muscle control and coordination. For example, children skilfully ride on tricycles. Staff instigate parachute and ball games, encouraging children to work together and play cooperatively. Children develop the small muscles in their hands as they manipulate play dough, and staff model how to use tweezers to help them develop skills needed for future writing.
• Staff ensure that the mathematics curriculum is embedded well. Children learn about numbers, sizes and shapes through a variety of activities. They hear a range of mathematical language, such as 'more', 'less', 'empty' and 'full', as they play.
• The curriculum generally supports children to develop positive attitudes to learning. Most children show high levels of concentration and enjoyment. They listen intently and respond positively to staff. However, during carpet time, some children become disengaged due to the length of time they are expected to sit. As a result, they do not always benefit from the teaching that is happening.
• Children with special educational needs and/or disabilities (SEND) are supported well. Leaders and staff work effectively with other professionals, such as speech and language therapists and local authority SEND specialists. They continue strategies introduced by professionals to enhance children's learning. Additional funding is spent effectively to help close gaps in children's learning and development.
• Parent partnerships are effective. Leaders and staff hold regular parents' meetings where parents carry out activities together with their children. This helps staff share information about what their child is learning about and enables parents to support their children at home. Parents report that they receive good communication about what their child has achieved and what they are working on next. Parents say their children are happy at the nursery.
• Leaders have a secure knowledge of their local community. They expose children to different religions and cultures in an aim to teach them about themselves and others. This prepares children well for life in modern Britain.

What the setting must and should do next

The provider should:

• strengthen the planning of group time to ensure individual learning needs are met and to support children to maintain higher levels of engagement
• support staff to give children time to respond to questions to allow them to contribute their own thoughts and ideas.