Mazehill Nursery

What is it like to attend this early years setting?

Children are safe and demonstrate that they feel secure in this warm and inviting nursery. They develop trusting relationships with the kind, caring and nurturing staff. Children's emotional well-being is a high priority. Staff take time to get to know children and families well. They spend time settling new children in and successfully meet children's individual needs. For example, children receive a great deal of affection, cuddles and reassurance. They are happy, confident and social individuals who have good social and communication skills. Babies laugh and giggle as they play with staff. They explore balloons and delight in hitting them in the air and passing them to the animated staff. Older children happily chat to staff, each other and the inspector. They are keen to share their experiences and talk about what they have been doing.

Children are aware of nursery routines and what is expected of them. They are independent and enjoy completing age-appropriate tasks. For instance, older children serve their own meals and pour their own water at lunchtime. Children are well behaved and polite. They show good table manners and say 'please' and 'thank you' when asking for things.

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

• The nursery has a community feel. Managers and staff establish relationships within the local community. For instance, staff teach children about road safety as part of their road safety week. Children enjoy a visit from a lollypop person and practise how to cross the road safely.
• Staff observe children as they play to find out what they know, understand and can do. They identify children's next steps in learning and plan activities to help children to develop their knowledge and skills.
• Children's communication and language development is promoted well, overall. Staff successfully use stories, songs and rhymes to engage children and develop a love of books. Babies enjoy playing instruments as staff sing familiar nursery rhymes. Older children listen to stories and engage in conversations about what might happen next. On occasions, staff do not use teaching techniques well enough to extend children's thinking and learning fully.
• Staff provide a range of opportunities and resources to help children to learn about different people and ways of life. For instance, children learn about themselves, their families and different occupations as part of an 'All about me' theme.
• Healthy practices are supported throughout nursery. Children enjoy home-made and nutritious meals. They learn about the importance of good oral health and get plenty of fresh air and exercise as they play outside each day.
• Managers and staff work together to reflect on the opportunities they provide for children. They have developed the outdoor space to ensure there are exciting and stimulating opportunities available to support children's learning. For example, children climb and balance on apparatus as they develop their physical skills and learn how to manage risks safety.
• Children develop their imagination well through the role-play opportunities on offer. They act out their own experiences as they make 'cups of tea' for staff. Children engage in a range of craft activities that are used to create displays across the nursery. At times, the craft activities on offer are quite adult directed and focus on an end product, such as a handprint 'autumn' tree. This does not fully support children to develop their creativity or allow them to express their own ideas about how this may look.
• Children who have special educational needs and/or disabilities are identified quickly and support is put in place immediately. Staff are experienced and knowledgeable about how to meet children's individual needs. They engage children in successful strategies to support them to reach their full potential. For example, staff spend one-to-one time with children to help them to develop their listening and attention skills and focus.
• Additional funding is used effectively to support children to make progress in their learning. Staff look closely at children's needs and consult with parents about how best to use funding.
• Partnerships with parents are strong and parents have the opportunity to 'stay and play' with their children each morning. Staff share updates about children's learning verbally and through daily dairies. They offer advice and tips on how parents can enhance their children's learning further at home.

What the setting must and should do next

The provider should:

• develop staff's use of effective strategies to extend children's thinking and learning further
• extend opportunities for children to develop their creative skills and express their own thoughts and ideas.