Mia Rose Lydney

What is it like to attend this early years setting?

All children make good progress from their starting points at this safe and nurturing nursery. Parents know about the development journey approach. They have regular consultation meetings. This is a good opportunity to talk through their child's achievements, next steps and to share any concerns. The manager has a clear plan of what he wants children to learn that links to what he believes in. He and his team deliver an ambitious curriculum that gradually builds on all children's experiences. Staff regularly assess children's progress and provide activities linked to children's current interests and needs. Children are actively engaged. They learn through experiencing a wide range of well-planned activities. Children with special educational needs and/or disabilities (SEND) are very well supported. Staff provide additional care and support to meet individual children's specific needs. They work in partnership with parents and other agencies in order to provide an accessible and inclusive practice.

There are warm, responsive interactions between staff and children and between children and their peers. Babies and very young children share attention with staff regularly. Staff use facial expressions and fun sounds to engage them. Staff model and reinforce positive behaviour. Children know how to behave and they are respectful and kind to each other. Toddlers say, 'I think I can help you,' when a friend runs out of glue. Older children share tissue paper and labels as they wrap presents and give them to their friends. There is real joy in giving. This helps children learn important skills, like taking turns, that support them to maintain friendships.

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

• There is a language-rich environment at the nursery. Spontaneous singing, talking for a purpose and discussions between staff and children regularly take place. Children show their love of books by sharing some of their favourites. Children show they know bird sounds when they press the interactive button in the book. They recognise the sound the pigeon and owl make. Toddlers independently use the book area. They know how to sit on a cushion and read a book and that print carries meaning. Toddlers turn the pages expertly, sharing and following stories.
• Children use the freedom to experience outdoor play during the very cold weather. They wrap up well in their coats and gloves. They use sticks and spoons in the 'jungle area' to mix dirt with ice to see if it helps to melt it. Staff extend their learning by asking children if they know of other ways to melt ice. Children put some ice in trays in the sunshine to see if this will work. Children learn about science and develop their problem-solving skills. Staff help children to think and work together to explore their environment.
• Staff use lots of teaching strategies that build on children's attention, listening and understanding. Staff watch and support, guiding children's play, helping them to identify what they want to do next. Staff know young children learn through experiencing and leading their own play. This helps children make decisions, think and try another way. For example, staff support children to make play dough. They give clear instructions to help children to mix the water and flour together. Children decide how to make it thicker.
• Toddlers learn about healthy lifestyles as they cut up and prepare fruit for their snack. Nutritious fresh food is available daily from the nursery kitchen. Children enjoy chicken and vegetables and can name broccoli, carrots and potatoes. Babies and young children serve themselves grated apple and banana. However, not all young children have a space to eat their snack when they are hungry. They become restless and keep returning for their turn.
• Children have the opportunity to express their own ideas and feelings. During group time, children go on a guided story, pretending to 'float on clouds' and collect something special to them. Children learn about breathing techniques that help them to be calm. They lie or sit quietly, thinking about pictures in their minds. This helps children to develop their self-care skills.
• Staff are passionate in their roles and have good working relationships. The manager and room leaders use regular observations of practice, supervision and team meetings to support staff. Staff well-being is a priority. Staff say they are well supported and they take regular breaks. Staff have access to a range of training opportunities to enhance their knowledge and skills.

What the setting must and should do next

The provider should:

• minimise waiting times for young children, particularly during snack times, to prevent them from becoming restless.