Marmalade Owl

What is it like to attend this early years setting?

Children thrive at this nursery. Staff create an ambitious and varied curriculum, with a strong emphasis on supporting children's language development. They ensure that children, including those who speak English as an additional language, become confident speakers. Staff encourage children's creativity and imagination. For instance, they provide opportunities for children to explore sensory materials, such as during a 'cosmic jelly lab' experiment. Outdoors, children engage happily in parachute games and dance, which promotes their physical development. Additionally, staff plan a wide range of experiences, including ballet, sports and music, to enrich children's learning.

Leaders play an active role in supporting staff. They set high expectations for all children. Leaders assist staff in creating a safe environment for children. Staff form close attachments to children, helping them to feel secure. Children know they are well cared for, which supports their emotional well-being effectively. Staff reinforce the nursery's 'Bee Code' for being friendly, kind, helpful and safe. They work diligently to support children who require additional help in following instructions. This approach has a positive impact on children's behaviour. Children have good manners and positive attitudes towards learning.

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

• Leaders have made a strong start since registering. They establish robust partnerships with parents and the local community to ensure that children receive a solid foundation in their education. This approach enhances children's learning experiences.
• Staff observe and assess children's learning well. They use the information effectively to plan an ambitious curriculum. For example, staff teach children about space and read storybooks related to this topic. They also organise a sensory activity that sparks children's curiosity and imagination. When exploring jelly, children describe it as yucky, gloopy and sticky, showcasing their wide vocabulary.
• Parents are very pleased with the service provided. They commend the staff for helping their children build friendships with peers and others. Parents are regularly updated about their children's learning at the nursery and at home. They express happiness with the diverse curriculum available. The strong partnership between parents and staff helps children feel more motivated about learning.
• Staff feel very supported in their work. They enjoy working at the nursery, and professional opportunities exist to develop their knowledge and skills. For instance, staff increased their understanding of identifying and referring children with gaps in their learning. Staff support children with special educational needs and/or disabilities well. They put effective support in place for those children to help meet their needs, working well in partnership with parents. Consequently, children make notable progress in their development. This includes in their social and language development.
• Effective hygiene practices are implemented. For example, staff encourage children to wash their hands before handling food. This practice helps reduce the spread of germs and infectious diseases, which supports children's good health. In addition, staff provide children with nutritional snacks and meals to support their growth and development.
• Staff encourage children to manage age-appropriate tasks, such as tidying up and preparing for mealtimes. This helps children develop their independence well.
• Staff manage children's behaviour effectively. They use positive behaviour management strategies, such as sand timers, to help children share and take turns. Children respond well to this approach.
• Overall, children are motivated learners. However, staff have not fully considered how to plan the curriculum well enough to support all children. For example, there are occasions during group times and during transitions between activities where children's learning is interrupted. During these times, some children find it challenging to focus on their learning and can become distracted.
• Children learn to care for their environment. They have opportunities to grow vegetables and flowers in the garden. Staff extend this with trips to local parks and woodlands. This helps children develop a better understanding of the world around them.
• Leaders evaluate the quality of the provision rigorously. They demonstrate their commitment to enhancing staff's professional development and well-being. Leaders intend for these good efforts to lead to even greater outcomes for children.

What the setting must and should do next

The provider should:

• review the organisation of daily routines and/or transitions and group times to maximise all children's level of engagement.