Melbourne Nursery Ltd

What is it like to attend this early years setting?

The well-equipped nursery provides a purposeful and nurturing environment for children to develop and learn. The curriculum is well planned and sequenced across the different age groups. Resources are appropriate for the developmental stages of children within each room and are accessible for children to self-select and revisit as they wish. This gives children the opportunity to make their own decisions. Children learn about aspects of personal hygiene and are independent in managing some aspects of their personal care, such as blowing their own noses and washing their hands.

The nursery provides a good level of early education and care to children who attend. The key-person system is effective, and children have developed positive relationships with staff, who are kind, attentive and engaging.

Staff help children to have a positive attitude to learning, through giving encouragement and praise. They give clear instructions to children, who follow routines well. Children are supported to 'have a go' at different activities that they may not have the opportunity to do at home. Children develop their motor skills through using appropriate cutlery at mealtimes and pouring their own drinks. These activities help children develop confidence in their own abilities. They join in enthusiastically with placing uneaten food in the bin.

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

• The physical environment is clean, light and purposeful. It is planned well to cover different areas of learning. Visual aids help children to return items once they have used them so other children know they are available to use. Pictures of children completing tasks, such as handwashing, are displayed. These act as sequence prompts so children understand the steps involved in tasks, and this aids their completion.
• Leaders are reflective and continue to develop provision. They have made a range of improvements to the outdoor curriculum. This includes increasing the size of the outdoor space and installing covered areas to increase accessibility in wet weather. The outdoor area is well equipped and planned, helping children take risks with activities, such as balancing and moving across planks of wood and stepping stones. Coordination, balance and gross motor skills are developed as children have the space and freedom to run, jump and climb.
• Children's emotional well-being is important to staff, who provide comfort and reassurance to children. Transitions between rooms are managed well, with staff sharing relevant information with each other. Children complete multiple visits so they are familiar with the staff and room layout before starting. This helps children settle quickly into their new environment.
• Children enjoy listening to familiar stories and join in enthusiastically with action songs and rhymes. Staff speak clearly in their conversations with children to develop children's language skills. However, the introduction of new vocabulary is not targeted sufficiently. Children do not hear new words consistently enough for them to then use them spontaneously in play.
• Children's behaviour is good. Staff provide consistent and clear messages about what is expected of them. Different strategies are used to remind children when required. Children take turns, wait and follow instructions, such as lining up before descending stairs.
• Children have good focus and attention skills, supported by skilled staff who provide prompts, praise and encouragement. Activities are interesting and fun, and children remain engaged at activities for extended periods. They cut open fruits to investigate what is inside, before tasting. These activities provide children with new experiences and learning, such as a plum is purple and covered by a skin.
• Any gaps in children's learning are swiftly identified and, when needed, referrals are made to external professionals and agencies. Staff track all children's development well. They use this to identify appropriate targets for learning and ensure children work towards them in planned and purposeful ways.
• The nursery has established positive relationships with parents. The management team and staff keep them up to date about their child's developmental progress and make suggestions about how to support learning at home. Parents are encouraged to be involved in their child's nursery journey, and sharing relevant information about their well-being occurs on a regular basis.
• Leaders and managers are highly dedicated. They strive to provide high-quality care to children and their families. They have developed a wonderful cohesive team, who work well together. Staff feel valued and enjoy their work. Staff turnover is low. This helps parents to form effective relationships with caring staff and helps children to become familiar and settle with ease. Training is accessible to staff, which helps to further their knowledge and skills.

What the setting must and should do next

The provider should:

• introduce new words to children in a purposeful and consistent way so that they can increase their vocabulary in a targeted way.