Maryams Nursery

What is it like to attend this early years setting?

When children arrive at nursery, they are greeted by familiar staff. Staff are cheerful and friendly, and this helps children to start their day with a positive attitude to their learning. Children join their friends to play and learn in activities of their choosing and adult-led activities throughout the day. Children's key persons consider every child's individual needs and plan accordingly. They share their plans with colleagues so that all staff understand what children are learning and how they can be supported. The nursery does not have its own outdoor space, so instead, children take daily trips to parks and green spaces in the local area.

Staff bring nature into the nursery. For example, they investigate seasonal leaves in autumn or insects they might discover on an outing. This helps children to explore the natural world and learn about the seasons and life cycles. Children behave well and they know what is expected of them. They learn to use polite language, treat their friends kindly and respect others. Children learn to take turns and share. For example, during a group activity, they take turns playing with trucks and diggers. Staff support children to learn the skills that they will need to prepare them for the next stage in their learning, including starting school.

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

• Leaders have established a coherent curriculum which supports cumulative learning. Children build on the skills and knowledge that they already have to make good progress. Staff observe children as they play and reflect on their interests and knowledge acquisition. This helps to ensure that staff plan effectively for every child.
• When children go on walks and outings in the local area, they take time to stop and look at the environment around them. Staff show children how to use a magnifying glass to look at leaves. Children find puddles that they can run through with delight. Outdoor learning is a key element to the curriculum and children enjoy many opportunities to extend their physical skills when they are on outings.
• Most of the children attending the nursery speak English as an additional language. Staff have meaningful conversations with parents to ensure that any speech and language concerns in any of the children's languages are identified swiftly. This helps to make sure that children access additional services and support as early as possible.
• Staff celebrate children's languages, backgrounds and cultures within the nursery. Parents are included in cultural celebrations and are invited to share resources with the nursery. Children hear songs, stories and rhymes from a diverse staff team. This helps children to learn about, and respect, their similarities and differences.
• Children have access to plenty of toys, activities and games in the well-resourced nursery. Children enjoy painting, messy play, using chalk and role play throughout the day. In the baby room, there is plenty of space for babies to crawl and practise their walking. However, staff do not consistently support older babies to extend their physical skills, such as climbing, sliding and sitting on chairs.
• Staff are knowledgeable about a range of strategies to support children's behaviour. This ensures that children's behaviour is managed age-appropriately and based on their individual needs. This contributes to a positive learning environment where children respect boundaries and follow instructions, such as when it is time to tidy up or get ready to go out.
• Children know the daily routine well. Staff and children can use the visual prompts available when they want to communicate what is happening next. This helps those children who sometimes struggle to transition between activities, including children with special educational needs and/or disabilities.
• Leaders are committed to establishing the best possible care and education routines at the nursery and fully embed strong practice. Staff are well qualified and room leaders have a strong understanding of early childhood development. Senior staff role model their good practice to less-experienced colleagues. All staff express high levels of job satisfaction and say that there are plenty of opportunities for self-reflection and improvement through training and development.

What the setting must and should do next

The provider should:

• consider ways to further support babies to extend their gross-motor skills and develop their physical confidence.