Little JeM's Catholic Nursery

What is it like to attend this early years setting?

The manager and her team deliver an interesting and challenging curriculum and children attending make good progress. This purpose built and carefully designed nursery is very child friendly and welcoming. Children are welcomed by attentive and caring staff who know the children and their family well. Children demonstrate they are confident and feel secure in the environment and leave their parents with ease. The curriculum is delivered with a strong focus on children's well-being, communication, and aspects of the curiosity approach principle. Quality resources are easily accessible and children self-select and initiate their own games.

Children eagerly investigate the activities provided outdoors and relish their time in the garden. They show a great interest in the 'science hut' and are keen to have a go using the pipettes and tubes, filling them with water and making potions. They demonstrate a fascination with the water wheel and show sustained concentration as they pour water in to establish how it works. Children listen with intent and follow instruction as they join in games. They fill pots with sand as quickly as they can to see who the winner is. They make predictions as they decide what colour the sand will become once they mix colours together. Children have formed close attachments to their key person and enjoy the cuddles and reassurance they receive. All staff are attentive and nurturing. They are good role models and children are spoken to with genuine respect. Children make friendships and generally are kind to one another. They understand the expectations and demonstrate good manners and behaviour.

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

• The manager is very enthusiastic and passionate about her role. She is new to her position but has high expectations for the children and staff. She demonstrates a genuine commitment and dedication to provide children with the best possible learning opportunities. The manager, senior management and trustees understand the importance of staff well-being, and staff comment that they feel valued and enjoy their time at work.
• There is a strong focus and commitment to evaluate continuously to ensure that outcomes and experiences for children are continually improved. The manager understands the importance of supporting the staff in their own professional development. Staff are aware of the importance training has to improve outcomes for children and they welcome training opportunities. The manager is hands on and routinely monitors her staff's practice, spending time in the rooms.
• A broad curriculum is planned that covers all areas of learning both indoors and outdoors. Staff plan according to children's individual interests and what they need to learn next, building on what children already know when implementing activities. All children make good progress as activities are provided with a focus on supporting each child's needs.
• The nursery is fully inclusive, and all children make good progress including those who are bilingual or speak English as an additional language. Staff engage children in meaningful conversation. Children communicate well and have good language skills. The introduction of Makaton sign language has a very positive effect on children's communication.
• Positive links with outside agencies involved in the care of the children are established to ensure a consistent approach. The nursery special educational needs coordinator is knowledgeable regarding her role. Therefore, all children, including those with special educational needs and/or disabilities, are supported very well and make good progress.
• Parents are warmly welcomed into the nursery and staff have established effective professional partnerships with them. Parents speak extremely positively about every aspect of care and education provided for their children. They comment that the staff are very friendly, approachable and listen to their concerns. Parents say that communication from staff is good and their children are very settled and make good progress. Many say they are 'lucky' their children attend the nursery and feel totally assured they are in safe hands.
• Children thoroughly enjoy using the large play equipment outdoors to develop their special awareness and physical development. However, on some occasions, staff do not ask questions to encourage children to think critically and solve problems for themselves. For example, when children say the equipment is wet, staff quickly wipe it for them rather than use it as a learning opportunity.
• Overall, the session runs smoothly and children are engrossed in their play. However, the organisation of snack and mealtimes means staff are sometimes busy with other tasks. Therefore, they are not able to focus on supporting the children to make a smooth transition and remain purposefully engaged when returning from outdoors to indoors or in preparation for eating.

What the setting must and should do next

The provider should:

• use effective questioning techniques to extend children's language, help them to think critically, and solve problems independently
• improve the organisation and preparation of snack and mealtimes to ensure that all children are engaged at these times.