Leapfrog Nursery School - Church Hill

What is it like to attend this early years setting?

Children positively engage in activities and listen exceptionally well. Staff are very attentive to the needs of children. Children are extremely well settled and have close bonds with staff. The staff are highly effective in caring for the children, this ensures their emotional needs are considered. The curriculum is ambitious, a current focus on mathematics means the children have a deep knowledge in this area. For instance, children confidently know where the half way point is and use terms, such as taller and shorter. Learning in English is equally as strong, the children use excellent communication and language skills. Discussions at story and circle time help children practice their communication skills daily, this helps children to speak confidently. Children and staff at the nursery are diverse and come from a wide range of backgrounds.

The setting promotes cultural similarities and differences through the food they serve and topics they explore, for instance staff members prepare activities about their home country. Staff are continually introducing new vocabulary to the children. Children who speak English as an additional language (EAL) or those with special educational needs and/or disabilities (SEND) are identified early. As a result, any gaps in learning are closed and children make great progress from their initial starting points. Staff have high expectations for behaviour and are excellent role models for the children. Children are calm and secure resulting in remarkable behaviour.

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

• Staff greatly encourage physical activity by providing numerous opportunities for the children. This is evident in their physical activity of the week, such as balancing in their yoga sessions and in their age-appropriate, well equipped outdoor areas. Activities are carefully planned to help children develop the muscles in their hands and bodies. Real life skills and risk taking are integrated throughout the curriculum. For example when preparing their daily play dough, cutting fruit and jumping off a step-box.
• Managers work incredibly well with their team and plan their curriculum based on the current needs of the children. Learning is continuously encouraged at the setting. For instance, staff use a wide range of vocabulary when playing a memory game and refer to the dinosaur by its correct name stegosaurus. Staff organise their trips so that they are purposeful. Staff consider what the interests of the children are, as well as listening to developmental needs raised by parents.
• The behaviours of children are remarkable and this is down to a highly skilled workforce, who model behaviour exceptionally well. Staff listen extremely well to the children and their opinions and voices are carefully considered. For example, when a child wanted to sit next to a member of staff, the staff member politely asked if the child would like to bring the chair closer to her.
• The setting promotes fundamental British values impeccably, by encouraging a voting system which is embedded into their daily routines. For example, children vote on which activity they would like to do during a circle time. Children can be heard saying, 'Can I go outside?' Similarly, children vote on songs they would like to sing, this helps children to practise their social skills and understand the world around them.
• Staff promote healthy eating through the nutritious planned meals that are cooked on site. Managers have recently introduced a salad bar, which offers a variety of choice and children can try new food. Children are encouraged to be independent and this prepares them well for school.
• Managers set high expectations when hiring their staff. Children are kept safe by their robust recruitment process. Training is provided regularly and extra opportunities for staff development are available. As a result, staff members know their children remarkably well.
• Staff partner incredibly well with parents, the local community and external agencies. Parents state that they are extremely happy with the communication and support they receive from staff. For instance when a gap in learning was identified, home learning was provided for the child.
• Children with EAL and those with SEND are highly considered. Picture cards and staff expertise ensures that the children are generously supported in their learning. Staff knowledge in this area is outstanding.