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What is it like to attend this early years setting?

Staff plan exciting experiences that children thrive on. For example, they enthusiastically fill different moulds with sand and empty them, then carefully refill them using different-sized spades, while sharing and playing cooperatively with their peers. Staff act as positive role models. This supports children to demonstrate consistently positive attitudes towards their play and learning. Children demonstrate confidence and independence as they change into their indoor shoes and put their belongings away as they arrive, while being greeted by friendly staff.

Children have developed close relationships with their key adults, who are dedicated to offering all children unique experiences based on their current stage of development. This enables children to build on their prior skills and knowledge. Thus, they make good progress. Children benefit from mindful activities that support them to learn strategies to manage their emotions well. Children delight in singing songs and staff encourage children to join in with key phrases during story time. This helps children develop their vocabulary and language and communication skills well.

Children with special educational needs and/or disabilities (SEND) are identified quickly and well supported by staff working closely with parents and external professionals. This ensures children with SEND make good progress. For example, children who were using single words to communicate when they started at the nursery are now communicating confidently using simple sentences.

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

• Leaders and staff plan a sequentially progressive curriculum built on their six pillars. Staff know the children well and identify any gaps in their knowledge early on. They identify what children need to learn next and plan a range of experiences to ensure all children are well prepared for the next stage in their learning.
• Staff join children in their play. They support children to develop their language and communication skills by narrating their play. Staff ask plenty of questions to check children's knowledge and understanding. For example, they ask children to describe the weather and share how they are feeling. However, at times, staff do not always allow sufficient time for children to process and respond to some questions.
• Staff carry out risk assessments in the setting and on trips out to ensure children are safe to explore. They hold discussions with children regularly on how to keep themselves safe. For example, staff discuss stranger danger and the importance of road safety with the children before leaving for a trip. This supports children to understand the risks in the environment and how to stay safe.
• Staff feel well supported by leaders and appreciate the focus on well-being and the training opportunities on offer. Managers plan training that meets the needs of staff and helps them to support the children well. For example, all staff received training on how to keep children even safer when encouraging them to take appropriate risks while practising their physical development skills.
• Staff plan activities through daily routines to provide children with the opportunity to build on their early literacy and mathematical skills well. For example, children learn to identify initial sounds in words. Staff also extend children's ability to problem-solve using their knowledge of numbers through their play. This helps children prepare well for the next stage in their learning.
• Parents are highly complimentary about the leaders and staff. They value the up-to-date feedback and communication they receive from the staff regarding their children's learning and development.
• Staff support children to develop their independence skills well. They plan opportunities through daily routines for children to complete tasks for themselves. For example, staff encourage children to practise brushing their teeth after mealtimes.
• Staff have high expectations of children's learning and behaviour. They remind children of the rules and teach them the meaning of different emotions. They also support children to learn different strategies to manage their emotions. This supports children to behave well.
• Leaders and staff plan experiences to teach children about the world around them. They plan activities, using their own backgrounds, to encourage children to celebrate different cultures and religions. In addition, they introduce children to words from other languages, such as greetings from around the world. This supports children to build a positive self-image as well as develop respect for others.

What the setting must and should do next

The provider should:

• allow children sufficient time to think and respond to questions asked.