Lever Edge Early Years Unit

What is it like to attend this early years setting?

The experienced and nurturing staff welcome children into this safe and inviting nursery. They offer gentle reassurance to babies and children who are new to nursery. Children enter excitedly with their friends and separate easily from their parents. They settle quickly and develop secure relationships with staff, who help them to feel happy and safe.

Staff provide a broad curriculum with clear learning intentions. Carefully planned activities support the children to make good progress in their development. For example, babies giggle as they splash in the water tray. They explore different textures, and their small hand muscles are developed as they scoop and hunt for toy fish. Staff help all children to persist as they develop their physical strength and coordination. Babies enjoy digging in the sandpit, and younger children run, balance, climb and slide in the spacious nursery garden. Children benefit from regular forest-school activities within the school grounds. They also enjoy trips to the running track. As a result, babies and children become strong and physically confident.

Staff encourage children to work together during learning experiences, to help build on their personal, social and emotional development. Children are supported to be kind and respectful towards one another from a young age. Staff are good role models and gently remind children of the rules and boundaries at nursery. This helps children to learn rules and how to behave well.

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

• Leaders have developed a curriculum that focuses on the prime areas of learning. It builds on what children already know and develops the skills they need for future learning. For example, staff help children to develop the strength in their hands. Babies post feathers into colanders, younger children roll and squeeze dough, and older children are supported to make marks using different tools. These experiences help to promote children's early writing skills.
• Children's early communication and language development are a priority at the nursery. For example, children who speak English as an additional language are supported incredibly well. Staff use the languages that children speak at home along with visual aids to help children develop their understanding of English. Children make good progress in their communication from their starting points.
• Leaders plan opportunities that reflect the backgrounds and cultures of the children attending the nursery. For example, the nursery children join the school's special Eid celebrative assemblies and events. Such experiences help children to explore and understand their similarities and differences.
• Staff work closely with parents. They hold regular workshops, for example, to provide support with promoting children's oral health and healthy eating. This helped children and their families to develop positive attitudes to healthy lifestyle choices.
• Independence is promoted throughout the nursery. Staff encourage older children to find their own coats and put them on. They help babies to find tissues and wipe their own noses. As a result, children are developing the independence and self-care skills required for the next stage of their learning journey.
• Parents are happy with the quality of care provided for children. They value the online app, and receive updates about children's progress and next steps. Parents take part in stay-and-play sessions. These enable them to see what their child enjoys learning. Staff share learning bags, which include story books, paper and pens for children to continue their learning at home. This helps to provide consistency and continuity in children's care and learning.
• There are clear processes in place for the identification and monitoring of children with special educational needs and/or disabilities (SEND). The special educational needs and disability coordinator works closely with staff to develop individual support plans for children who need them. They also work closely with parents and other professionals to help to ensure positive outcomes for children with SEND.
• Overall, staff deployment is effective, with staff frequently engaging with children during play and routine activities, enhancing their learning experiences. However, at times, staff are not deployed consistently to ensure that children are actively engaged in an activity. Inconsistencies in this area sometimes lead to children wandering and not fully benefiting from the curriculum.
• Leaders are ambitious and passionate about the setting. They have a clear vision and aim to offer a high-quality learning experience for all children. The manager values the staff. She supports staff's professional development and well-being effectively. Staff support each other and work well together as a team.

What the setting must and should do next

The provider should:

• strengthen the deployment of staff to help consistently support the individual needs of all children.