Lewsey Nursery

What is it like to attend this early years setting?

Children enjoy their time at this nurturing and inviting nursery. They are eager to start their day, as they are warmly welcomed by staff who collect them from their parents at the door. They settle quickly and join in with the activities available, sustaining good levels of concentration. Children become active learners as they make independent choices from the wide range of resources available.

Children quickly learn the routines of the nursery, as staff use joyful songs to indicate transition times. Pre-school children gather on the carpet to sing their morning song. They wiggle their fingers and march their feet to the music. Babies instinctively know to move to the tables and chairs at lunchtime, as staff sing a 'lunchtime song'. Children are well behaved. They are polite as they say 'thank you' to their peers at snack time. Staff provide positive praise to children, which helps to raise their self-esteem.

Children with special educational needs and/or disabilities (SEND) are supported effectively in this inclusive nursery. Staff have a cohesive approach to the children's learning experience, working alongside other professionals and the dedicated special educational needs coordinator. This helps children with SEND to make good progress from their starting points.

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

• Children develop good communication and language skills. Staff provide narratives as children play and take every opportunity to introduce new language. For example, they describe 'crunchy leaves' and 'spiky cones' as children explore items from an autumn bag. Babies learn the words for vehicles as they take toys from a sack. They learn the sign language for 'boat'. Staff support children who speak English as an additional language, using key words in their home language to help them communicate their needs. As a result, all children make good progress in their speaking skills.
• Staff know the children well. They know what they can do and what they need to do next to develop their learning. Staff provide activities that help children build on skills needed for future learning. For example, children manipulate dough to develop strength in their hands, ready for early writing skills. However, staff do not always plan activities precisely enough to meet the learning needs of the children. Sometimes, too many resources are provided, which confuse the children, and the learning intention is lost.
• Children's health and well-being are supported. They have regular access to the outdoor area to learn in the fresh air. Children learn how to keep their bodies healthy during 'healthy fitness week'. They build obstacle courses and learn how to use their muscles to balance on equipment. Staff teach children and their families the importance of good oral health. Staff support families to access dentists and provide leaflets and toothbrushes to encourage children to look after their teeth.
• Staff foster children's independence and self-care skills well. Children are encouraged to do things for themselves. Young children learn to pour their own drinks. Older children pass plates around the table and serve their own dinner using tongs. Children know to wash their hands before eating and can put their coats on ready to play outside. This helps children prepare for school and future learning.
• Parents speak very highly of the nursery. They appreciate the guidance from staff to help support their children's development, such as potty training. Staff advise parents on how they can support their children's learning at home. For instance, children use the lending library to take books home to share with their families.
• Children occasionally access a digital device with the support of staff, such as a shared laptop. However, there is a lack of digital technology resources in the provision, and children do not have many opportunities to develop their understanding of technology or how to keep safe online.
• The manager supports staff well. She has recently reviewed supervision procedures to provide staff with focused support and enhanced professional development opportunities. This helps to ensure that the level of teaching remains high. Staff comment on how they feel valued and enjoy working as part of a cohesive team.

What the setting must and should do next

The provider should:

• support staff to plan activities more precisely and tailor their learning intentions to meet the needs of the children more effectively
• explore ways to broaden children's experience of digital technology and help them to understand ways of keeping safe online.