Manor House Nursery

What is it like to attend this early years setting?

Children thrive in the nursery environment, which is tailored to their interests and developmental needs. Babies explore sensory baskets and smile and look to adults when they find light-up items. Older children develop their early writing skills when they use pencils to mark make. The supporting adults extend their learning even further by introducing scissors, which children confidently use to make patterns on their paper. Children are enthusiastic to learn and embrace challenge.

The manager and her team have worked hard to improve since the last inspection. It is evident to see throughout the nursery that staff's well-being is high and they are enthusiastic about providing high-quality care and education for the children. Staff know all the children well. Activities are carefully planned to incorporate children's interests and help them to move to their next stage of learning. Children make good progress.

Children display very good behaviour. Babies are aware of their friends and take turns on the small climbing frame. Older children sit together for story time and eagerly await the next part of the story. When staff invite children to discuss the story, they share their opinions and listen respectfully to their friends. Children value and respect others.

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

• The manager has a strong vision for the nursery. She and the staff have worked hard to create and implement a wide, meaningful curriculum to help to ensure that children get the best learning experiences while at the nursery. Children have the opportunity to follow their own learning and make their own choices while adults are alongside them to support and extend their play appropriately. Children become confident learners.
• Partnerships with parents are effective. Parents report that they feel better connected with the nursery and are more involved in children's learning. Support sessions have been introduced for parents, such as 'school readiness', to help ensure consistency in learning. Parents say that excellent improvements have been made. The communication from staff is very good and they are all friendly and approachable. Children are happy and love the attending nursery.
• Children learn the importance of a healthy lifestyle from a young age. Staff offer babies a range of healthy snacks, including fruit and soft foods. They have daily access to the garden, where they learn to climb and safely explore the outdoors. Older children develop their physical skills when they run in the garden with their friends. They learn to climb safely and take turns on the indoor climbing frame. They serve their own freshly prepared cooked lunches, and staff talk to them about the importance of trying their vegetables as they might like them.
• Children become confident in physical activity and enjoy eating healthily.
• Children form meaningful bonds with staff. Babies enjoy cuddles with them when they need reassurance. Staff are aware of their needs and how to meet these. They know babies' routines and what they need and when. Older children seek out staff to share their experiences or ask for support. When children need a tissue to wipe their nose, they ask staff to help. Staff encourage children to have a go first before asking them if they want assistance. Children are safe and secure and confident to seek support from staff.
• Children begin to learn about their emotions and why they might feel the way they do. At group times, children choose an 'emotion stone'. Staff ask them why they feel this way. Children say that they are happy when they play games with mummy and daddy. However, when children struggle to share with one another, staff close by do not support them effectively to understand why this upsets their friends. Therefore, children do not consistently learn how their actions can impact on others.
• Staff embed language and communication throughout all activities. Staff offer a narrative for babies when providing their care routines. For example, when staff help babies to get ready for going into the garden, they tell them that they need their shoes and coats to keep warm. Older children are asked questions appropriately. When children make dens with pegs, staff ask how they are going to use the blankets and 'how many' pegs they need. Children learn the value of language and communication.

What the setting must and should do next

The provider should:

• help children to recognise and understand their emotions and the impact their actions can have on others.