Lyndhurst Nursery

What is it like to attend this early years setting?

Children are excited to come into the nursery and feel safe as they interact with both staff and peers. The staff provide the children with a broad range of activities that successfully promote all areas of their learning. For instance, younger children roll out the play dough and cut out shapes as they develop their hand-eye coordination. Older children create large play dough cakes in preparation for their princess party. They enjoy dressing up as princesses and participating in role play as they develop their imagination. Staff ensure all children receive high-quality interactions that successfully support them with their emotional well-being and extend their learning. This includes children with special educational needs and/or disabilities (SEND) and children with English as an additional language.

The staff have a good knowledge of the children's interests and use this to help plan a well-sequenced curriculum. For example, the younger children are fascinated by the rainbow they see in the sky. The staff use this interest in rainbows to plan a painting activity. The children are eager to use different tools to paint their own rainbow pictures. The staff name the colours with the children as they paint and offer children opportunities to explore making marks as they develop their fine motor skills.

The children's behaviour is appropriate to their stage of development. They are learning about emotions as they begin to socialise and take turns with friends. For instance, staff encourage the use of sand timers, explaining how they work so that children know when it is their turn.

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

• Outside play is a strong focus at the nursery. Staff make good use of praise to encourage children to have a go as they practise new skills. For instance, children build muscle strength as they climb on the large climbing frame. Staff encourage children to explore how their bodies move as they jump on trampettes and ride tricycles. Staff provide children with an array of experiences to develop their physical skills.
• Children engage in a range of both adult-led and child-focused activities. Staff have a clear intent for children's learning. They use large-group activities to support listening skills in preparation for their next stage in life. For example, the children sit with peers at register time and enjoy choosing which song they wish to sing next. However, on occasion, the noise in the room makes it difficult for children to concentrate. The staff occasionally do not recognise when activities are too lengthy, causing some children to lose interest. As a result, some children become distracted and do not benefit from engaging in the activity.
• Children are kind to their friends and are learning to socialise. The staff support children as they become familiar with the nursery's daily routines. For instance, they help children to put on coats and wash their hands before lunchtime. However, staff are sometimes disorganised when moving children from one room to another and preparing for the next activity. During these times, children may be left waiting and become restless and unsure of what is happening next.
• The management team has high expectations for all children. Staff who support children with SEND and children who speak English as an additional language have a very good understanding of their role. They collaborate with parents and seek support from other professionals. Staff use the knowledge gained to great effect to ensure that each child has the appropriate support. The management team has made good use of additional funding to support children's learning. For example, it has purchased extra sensory resources, and staff attend training to further support children's communication skills. This helps to ensure that children's needs are met and any gaps in their learning close as quickly as possible.
• Staff have established strong partnerships with parents. They ensure there is a good two-way flow of communication. For instance, staff talk with parents at drop-off and collection times and share information through children's online learning records. Staff work closely with other settings the children attend to ensure that there is continuity in care and learning. Parents and carers state that they are very pleased with the support they receive from the nursery staff.
• Management are passionate about their role. They recognise the importance of having trained staff to ensure they provide high-quality care and learning opportunities for all children. They have a good awareness of the areas of strength within the team, and staff receive regular support through one-to-one supervision. There is a clear emphasis on staffs' well-being, and staff comment on how supported they feel in their role.

What the setting must and should do next

The provider should:

• strengthen the planning and organisation of group activities to more effectively include and engage all children taking part
• review and improve daily routines to reduce unnecessarily long waiting periods for children.