Magdalen Nursery Sutton

What is it like to attend this early years setting?

Children explore confidently and independently, accessing their own resources. There is a happy atmosphere where children play alongside each other, allowing adults into their play. Some children had been exploring the story of the 'The Three Little Pigs' and were given activities to use their knowledge of the story to recreate it. These included junk modelling, imaginative play, play dough, sensory experiences and writing. Children have good opportunities and experiences that staff plan around the areas of learning. Staff sequence this learning from babies to pre-school children, and their progress is clearly evident.

Babies build bonds with their key person to help them settle into nursery, and they have many chances to explore. Pre-school children show that they are ready for school. They serve themselves lunch and clean up after themselves. Every child has specific planning to ensure they progress in their learning.

Babies receive affection when upset and are soon distracted with exciting experiences, such as bubbles and sensory play. Children follow rules throughout the nursery, and even babies sit nicely at the table and wait their turn when encouraged by staff. Toddlers visit the tree houses for small-group activities, where staff extend their learning. Children eat healthy foods, and older children participate in meditation or rest time. This supports their awareness of adopting healthy lifestyles and their well-being.

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

• The manager has a clear intent for the curriculum. and what she knows children need to learn next. 'Unique play for unique children' is how the manager describes the curriculum. Each child has individual planning to meet the next stage of development. There is a strong focus on children's communication and language development.
• There are strong relationships with parents, especially when settling babies. Staff plan for each child and follow their interests. They ensure progression from babies all the way through to pre-school, with the importance of encouraging independence.
• Staff are ambitious when supporting children who are learning English as an additional language and those with special educational needs and/or disabilities. Children have language cards displayed with common words in their home languages, and staff readily use other languages, such as French, during discussions. Staff work alongside outside agencies to support children when needed. Children access opportunities and support to succeed in their learning.
• Staff extend children's language skills, for example through singing and story sessions. However, there are times when staff ask too many questions and younger children do not always have the opportunity to respond. This means that they do not consistently learn about the flow of conversations or further extend their speaking skills.
• The manager and staff put on special events for the parents. They understand the impact that the COVID-19 pandemic has had on children's social skills and aspects such as oral health. Staff organised for a parent who is a dentist to attend to speak to the children about the importance of oral health. Children have discussions about healthy options and know how to look after their bodies.
• Key persons welcome children with open arms on their arrival. Most go in without hesitation, usually to a cuddle or kind gesture from that familiar face. Children form strong bonds with their key person, who is aware of their needs. However, staff do not always fully consider the need to adapt the nursery routine to consistently meet each child's individual needs.
• Staff have good relationships with children and parents. One parent said they were able to go to work and carry on their day without worry or concern, knowing their child is always happy and safe. This means that parents remain fully involved in their child's care and learning.
• Staff feel supported by management. The manager works with staff to support their own development. For example, staff receive weekly newsletters with updates or announcements about early years practice. There are two inset days a year to allow for training needs. The manager is very proud of her team and their achievements.

What the setting must and should do next

The provider should:

• enhance staff's knowledge on supporting young children's communication and language development, specifically during their discussions
• revise procedures for staff carrying out daily routines, to make sure they consistently meet the needs of all children.