London Road Nursery

What is it like to attend this early years setting?

Children arrive eagerly at this warm and inviting nursery and are greeted by welcoming staff. Staff support children to put away their own belongings and children separate happily from parents. This highlights that they feel safe and secure at this nursery. They independently explore each of the inspiring activities available. For example, children enjoy brushing large, pretend teeth and discuss with staff which foods are healthy and unhealthy. This helps them to develop a good understanding of how to live a healthy lifestyle.

Children are incredibly confident in social situations. They excitedly share their own ideas with others during group times and enthusiastically interact with visitors to the nursery. They proudly show the artwork they have created, taking pride in their own achievements. They remain thoroughly engaged in their learning and are supported in activities by energetic staff. For example, young children's attention is captured as they enjoy using rollers to paint and explore looking at the different marks they have made.

Children have an array of opportunities to be physically active outdoors. Staff encourage young children to move in different ways through a tunnel, supporting them to build muscles in their legs. Older children confidently use spray bottles and sponges to 'clean' the windows when engaging in imaginative play with friends.

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

• Staff present information clearly to children, who enjoy working cooperatively to test out their predictions while engaging in a science experiment. Staff introduce complex language such as 'density' and explain to children what this means. Children are able to describe which liquid floats and which has sunk. They laugh with delight with their friends as they investigate the changes that occur with each stage of the experiment.
• Children have warm and nurturing relationships with staff. They enjoy exploring their own 'picnic' and experienced staff use this as an opportunity to extend children's learning by introducing cutlery to cut up different fruits. This helps children to develop the necessary skills to support independent eating at mealtimes. Children listen intently to stories with staff. They sit in awe and laugh as they explore the different sounds animals make.
• Staff have a secure understanding of children's development and monitor their progress well. They complete daily observations and regularly assess children's abilities so they can identify future learning goals. All staff show good awareness of children's next steps and skilfully incorporate this into their teaching. However, staff do not always give children enough time to respond to questions or process what staff say to them during activities.
• Children's behaviour is good. They follow the routine of the nursery well and enthusiastically join in with singing songs about their 'golden rules'. This teaches them to be aware of the embedded behaviour expectations. However, staff do not give warnings to children when changes in routine occur. This impacts on their learning, as they are taken away from activities they enjoy.
• Leaders and staff value partnership working with other professionals. They regularly seek advice from external professionals to reflect on all aspects of the nursery. Staff take swift action to support children with any gaps in learning. As a result, all children, including children with special educational needs and/or disabilities, are well supported and make good progress in their learning. Transitions on to school are coherently planned and children benefit from visiting the local uniform shop with staff to look at different clothing they will wear in the next stage of their education.
• Partnerships with parents are good. Parents state that staff are 'friendly' and 'dedicated' in their roles. Parents report that they can see the progression in their children's learning quickly after starting. Staff provide innovative methods to share their own expertise and guidance with parents effectively. Parents enjoy attending workshops held by a dentist to give them new information regarding children's oral health. Staff create leaflets of activities for parents to support them to continue their children's learning at home.

What the setting must and should do next

The provider should:

• give children time to process and respond to what staff are saying to support their communication and language development
• allow children time to complete activities to their satisfaction before engaging in routine events such as group times.