Lingfield Nursery School

What is it like to attend this early years setting?

Children happily arrive and are warmly greeted by the staff. Babies receive sensitive care and support from familiar adults who know them well. Staff help children to feel safe and secure. Children become confident to communicate. They develop their vocabulary through naturally occurring events and with planned activities. For example, children learn about sea life and pollution. They talk about rubbish in the sea and link the new vocabulary to meaningful conversations with staff. Younger children use Makaton sign language and learn new signs, such as 'starfish' and 'shark'. This extends children's communication and knowledge of the world around them.

Children have ample opportunities to access the outdoors. They experience a range of activities that support their physical development. For example, they run, jump and ride tricycles in the large outside spaces. Children plant and grow their own flowers and vegetables in the allotment area. Younger children use large crayons to make marks.

Children are sociable and behave well. Staff have high expectations of behaviour and value children's choices as they play. This helps to promote children's self-esteem and well-being. All children demonstrate a positive attitude to their learning, including children with special educational needs and/or disabilities.

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

• Following the COVID-19 pandemic, managers have focused on recruiting staff to their team in order to address levels of staff turnover. They have also developed a curriculum that focuses heavily on outdoor learning and children's personal development. However, the time available for managers to support staff, including those who are less experienced, has been limited. This means that the new focus for the curriculum is not yet fully implemented in practice.
• Staff ensure that the learning environment ignites children's interest. They are skilful at planning activities and extending their learning and development. For example, children wash socks and wring the water out. They carefully peg them on a washing line. This supports children's hand muscles in preparation for writing. Furthermore, staff challenge children learning as they count and begin to pair socks. Children learn early maths concepts very well.
• Staff are good role models and praise children for their good choices. Staff teach children about 'kind hands', and talk about different emotions when the children arrive at nursery. This helps children to understand the rules of the setting and how to be kind to others.
• Children develop their independence skills. For example, they feed themselves at mealtimes and put their waterproofs and boots on to go outside. Older children know to wash their hands before mealtimes and are confident using the toilets. Children are confident in manging their own self-care. This helps them get ready for school.
• The manager has a robust recruitment system in place. She ensures that all staff and students who work with children are suitable. Staff receive ongoing monitoring and supervision sessions to support their professional development. For instance, staff report that they have access to an online learning platform. This supports them to further deepen their knowledge of child development.
• Parents are very complimentary about the care and education that staff provide for their children. They say that their children have 'blossomed' and the staff are 'kind and always approachable'. Parents are actively involved in planning their children's food menus with the chef. This shared approach supports children's good health.
• The manager and staff identify any children that will benefit from additional support. They use advice and support from professionals to plan specific support for children. For example, staff use communication aids with children so that they can make choices. This supports their self-esteem and well-being.

What the setting must and should do next

The provider should:

• extend support and coaching for all staff, particularly those who are less experienced, to help them understand how to deliver the curriculum focus more effectively.