M.A Nursery Ltd

What is it like to attend this early years setting?

Children are happy, confident and settled at this nursery. They form secure relationships with the nurturing staff team who know them and their families very well. Babies who are new to the nursery are quickly comforted by calm and caring staff.

The nursery has a strong focus on creativity and active play. Children enjoy trips, such as to the park and the train station, that help them learn about the world around them. Children are encouraged to try new things and build confidence through play that involves taking safe risks. They learn how to be kind, use good manners and care for their surroundings. These behaviours are shown daily by staff, who are strong role models.

Staff support children's independence by giving them time and space for child-led play. Children use their senses to explore textures, such as of coloured rice, shredded paper and play dough. Staff sit alongside children to support their play. They introduce language, such as squash, push, squeeze and pull, to describe the movements children make.

The staff motivate children to try new things and build their knowledge and skills. For example, children show enthusiasm for role playing as builders. They eagerly take part in imaginative play, using tools and boxes to help repair toy cars and outdoor resources. This hands-on experience nurtures their creativity and enhances their coordination and teamwork skills.

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

• Leaders and staff are passionate about their roles and ways to continuously develop children's learning. They work well together and share the nursery's ethos and vision. Leaders are reflective and look to continuously develop the nursery, for example by enhancing the environment for sleeping babies.
• Staff retention is good. This helps parents and children to get to know staff well and build trusting relationships. Parents describe staff's genuine affection for children and say that the nursery has a very nurturing feel.
• Overall, teaching is good. Staff interact well with children. They model play and encourage children to experiment and test theories during activities that are linked well to children's interests. Most staff know what they want children to learn. However, there are times when they do not focus their planning precisely enough on what individual children need to learn next. In addition, sometimes, staff do not build on or sequence learning effectively. For example, younger children are given scissors to cut play dough before they have learned the necessary skills to join in with the activity successfully. This does not consistently support all children to make all of the progress they are capable of.
• Children benefit from regular activities in the fresh air and enjoy a range of healthy meals and snacks. Staff promote their physical development well. Children manipulate dough with their hands, fingers and tools. They make marks with pencils and paint. Children learn about capacity as they fill and empty containers with rice and cereals.
• Staff share information about children's care and learning needs. Staff keep parents informed about their children's progress through an online learning journal. However, systems are not consistently in place for staff to share ideas with parents on how to support children's learning at home. This does not help children experience a fully shared and cohesive approach to their learning and care.
• The environment in the rooms for the youngest children is organised to support children to develop their gross motor skills. Children develop their strength as they use the climbing equipment and build resilience as they go for walks within the local community. Older children have many opportunities to develop their physical skills, coordination and dexterity.
• Behaviour is good. Children show kindness and consideration towards their peers. Staff consistently build children's confidence and self-esteem through the praise and encouragement they give to them. They recognise children's efforts and achievements and encourage children to persevere with tasks until they succeed.

What the setting must and should do next

The provider should:

• strengthen how information is shared with parents about the skills their children are developing to help parents support and extend their children's learning at home
• strengthen staff practice to ensure learning opportunities are well sequenced and focus more precisely on supporting children's individual learning intentions.