Margaret McMillan Children's Centre

What is it like to attend this early years setting?

Children make excellent progress from their individual starting points during their time at this inspiring nursery. They are very well prepared for the next stage of their educational journey, including preparing them for starting school. Staff set high expectations for all those in their care through a systematic, imaginative, well-planned curriculum for all areas of children's learning. Staff build strong bonds with children and their families through, for example, a supportive and carefully considered induction process and detailed and regular communication. This lays a secure foundation for children's future learning.

Children, including those with special educational needs and/or disabilities (SEND), learn to be happy, independent, confident communicators. For instance, two- and three-year-old children build strongly on their language skills as they explore the different textures in their winter sensory play. They accurately use words such as 'soft', 'powdery' and 'sparkling' as they respond to staff's consistently thoughtful questions.

Children are safe and secure. Staff are very positive role models and children learn to share and take turns and be kind to each other. Children who find it difficult to manage their emotions are very well supported to play with others and to increasingly join in group activities. Parents appreciate how well the staff know their children as individuals and the strong guidance they offer to boost learning at home.

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

• Staff provide highly effective support to children with SEND and those who may be disadvantaged and need further support. They work closely with other professionals, such as early help, inclusion teams and speech and language therapists, to identify and address gaps in learning at an early stage. Leaders make excellent use of additional funding received to, for example, enrich children's early literacy, enjoyment of books and the development of balancing and other physical skills.
• Leaders are highly ambitious to ensure that every child achieves their full potential before moving on to the next stage in their learning. There are very robust, positive procedures in place to consistently develop staff's skills and passion for their roles. They ensure staff know all the children thoroughly through, for example, weekly planning meetings and regular in-house and other training activities. Staff morale is high.
• Staff develop children's speaking and listening skills extremely well. They skilfully plan, for example, to introduce them to a rich vocabulary built on their own interests and widening knowledge of the world. They take every opportunity to help children deepen their vocabulary. For instance, children learn to describe the 'crunchy', 'delicious', 'sweet' and 'healthy' food as they independently prepare their fruit salads at snack time or construct 'amazingly high' towers in construction play.
• Staff strongly encourage a love of books and songs. Staff identify a core range of songs, rhymes and books that motivate and engage children as they progress through the nursery. For instance, one-year-old children build anticipation as they lift the flaps and learn the different animal sounds as they listen to 'Dear Zoo'. Older children learn to recognise the emotions different characters feel in their stories and enjoy the alliterative rhymes in 'The Bear Hunt.'
• Children's positive behaviour and attitudes are extremely well-promoted. Staff are consistently mindful of the children's immediate personal and emotional needs and use smiles, praise and cuddles to reassure them and build relationships. They encourage children to say 'please' and 'thank you' as they play and learn.
• Staff work closely with all families, including those who speak English as an additional language, to support children's language development and cultural awareness. They involve parents in sharing keywords and cultural experiences and make very good use of the multilingual skills of the staff to support children's learning. For example, children develop early counting skills and join in well-known action songs and rhymes sung in their home language as well as English.
• Children's health, well-being and physical skills are developed well. Children build their physical and problem-solving skills as they progress from simple climbing and balancing activities to initiating and negotiating challenging obstacle and climbing courses. Children learn about dental health through role play and stories and enjoy trying different healthy foods with the well-prepared, nutritious meals.
• Parents strongly recommend the nursery to family and friends, and several families travel some distance to attend. They comment very positively on children's communication and social skills, which ensure they are well prepared for their later learning.