Longwood Nursery

What is it like to attend this early years setting?

Children of all ages arrive happily at the nursery. They are greeted by enthusiastic staff before rushing to explore the exciting activities and resources available in their rooms. Children have access to many outdoor learning opportunities. Older children are particularly proud of their new greenhouse. They are excited to show visitors the seeds they are growing with their friends. Children recall their past learning well. They explain the new words they are learning, such as 'compost' and 'perlite', and why they are important for growth.

Children of all ages display high levels of independence. Babies are skilled at using spoons to feed themselves. They are learning to put on their own shoes when playing outdoors. Older children pour drinks and clear their own plates and cutlery away after meals and snacks. All rooms in the nursery are arranged to encourage children's independent exploration. Resources are kept at age-appropriate heights. Nurturing staff are well allocated to support children in their chosen activities.

Children demonstrate great confidence in the nursery. They look forward to progressing to the next stage of learning and settle with ease. Managers and staff have established very strong relationships with the attached school. They share planning themes and join in celebrations and special events. For example, children join the school in World Book Day events.

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

• Children with special educational needs and/or disabilities are well supported. Staff demonstrate good levels of knowledge of the children in their care. This ensures that all children have equal access to learning opportunities.
• Managers work hard to establish effective means of communication with parents. Staff regularly share photos, assessment information and ideas of activities to support children's learning further. Babies' routines are shared with parents in writing and verbally at pick-up time.
• Children enjoy a language-rich environment. Staff across all rooms engage children in high-quality interactions throughout the day. Babies are encouraged to explore new language in daily singing sessions. They gurgle excitedly when they hear the enthusiastic staff sing along. Older children become absorbed during animated and exciting story sessions.
• Children's physical development is well supported throughout the nursery. Children enjoy age-appropriate apparatus and large open areas to explore and create obstacle courses in. Babies practise climbing and walking in the safety of the soft playroom. They also enjoy see-saws and ride-on vehicles in the large indoor space.
• Managers and staff maintain close relationships with parents and carers. The nursery has comprehensive and flexible settling-in routines. This enables staff to gather essential information about children's early experiences. Staff then use this information to plan learning opportunities that children may otherwise not receive.
• Staff have high expectations for children's behaviour. They use age-appropriate methods to explain the possible consequences of their actions. In the baby room, staff use gestures and facial expressions to dissuade children from climbing on chairs. Older children are learning to manage risks themselves. They tell staff that they might slip and hurt themselves if they run on the wet slopes.
• Managers reflect well on all areas of the nursery and make changes where necessary. They seek feedback from parents, staff and other professionals to improve practice. For example, they have worked hard to establish new mealtime routines to support children's various dietary requirements.
• Children demonstrate a positive attitude to learning and high levels of curiosity in activities. Staff support young babies to smell and feel herbs and spices during sensory play. Older children are excited to investigate the changing textures of shaving foam and cornflour. However, staff do not always support older children's critical-thinking skills in these activities. Their exploration is sometimes rushed, and staff do not allow children enough time to respond to questions.
• Staff feel well supported in the nursery. Managers conduct appraisals of staff to establish additional training needs. Staff undertake various training courses, both statutory and based on developing their interests. However, managers do not sufficiently focus staff training opportunities to further raise the standard of teaching.

What the setting must and should do next

The provider should:

• extend the opportunities that support children in determining their play and fully exploring activities
• support staff to aid children further in thinking things through and developing their critical-thinking skills
• enhance the quality of supervision to support staff in raising the quality of their teaching to a consistently high level.