Micklefield Nursery School

What is it like to attend this early years setting?

Staff form strong and loving bonds with all children across the nursery. They get to know children in their care very well. Staff recognise and celebrate the unique abilities of each child. They plan a broad and balanced curriculum based on children's interests and existing knowledge. All children make good progress from their starting points, particularly those children who have special educational needs and/or disabilities (SEND) and those children who are at risk of falling behind. Staff ensure that settling-in sessions are tailored to meet the needs of children and families. Children quickly develop a strong sense of belonging. They demonstrate high levels of well-being and curiosity. Children thrive in this vibrant and welcoming environment.

Children are wonderfully behaved and staff are excellent role models for them. Children demonstrate an exceptional attitude to their learning. They arrive at the nursery with high expectations of an enjoyable and memorable day. For example, children rush over to adult-led activities, such as story time. They thoroughly immerse themselves into an interactive story about a bear. Staff use sessions such as this to introduce new vocabulary and create a sense of anticipation and excitement in children. Children squeal with delight and wave their arms in the air chanting 'We're not going on a bear hunt again!'.

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

• A key strength of the nursery is the dedication that leaders and staff have towards making learning accessible for children who need additional support and children with SEND. Staff plan a bespoke curriculum that is individual for each child. For example, staff work tirelessly to ensure that each child's learning, care and emotional needs are met, and that they are making progress. Leaders use additional funding effectively to support those children that need it the most.
• Staff plan an exciting and broad curriculum for children, both inside and outside. The stimulating outside space allows children to explore and connect with nature. Adults supervise children in fire-lighting. Children learn how to take small risks in their own play and learning under the watchful eye of the staff. Opportunities such as this allow children to benefit from rich experiences that are often new to them.
• Involvement with other professionals, such as teachers, ensure a successful transition to school. Staff establish strong links with teachers. Parents mention that their other children who have previously attended the nursery, have had a highly successful and seamless move onto the next stage of their education. Parents appreciate staff's daily communication about children's progress and learning experiences. This helps to support a continuity of care between the nursery and home.
• Staff encourage children to be independent. They find ways to motivate children to tidy away toys. Children sing along to a tambourine tapping as they race around the nursery thoroughly enjoying 'tidy up time'. They rapidly pick up the routine in the nursery. Staff use visual aids so that children understand what will happen next, which helps them to calmly transition onto the next activity.
• Overall, the staff team are knowledgeable and skilful, and children's learning is well promoted across the nursery. Staff present information clearly to children and generally use effective questioning skills, allowing children time to respond. However, on occasion, the quality of teaching varies slightly. This is because some staff are not as experienced or as confident as others. At these times, children do not always benefit as fully as possible from the intended learning. This does not impact on children's exceptional attitudes to learning.
• Staff well-being is high. Leaders work hard to create a stimulating and caring work environment for staff. They are supportive and kind and staff feedback that they 'wouldn't want to work anywhere else'. Leaders recognise that staff are their biggest asset and speak very highly of them, recognising how hard they work putting children at the heart of all that they do.
• Children's communication skills and emerging vocabulary is very well-supported. For instance, staff plan activities where children link sounds to letters and use props to further support them. Children learn that although a kangaroo and carrot begin with the same sound, the letter is different. Staff embed these daily activities throughout the nursery so that children are supported to build on their knowledge over time. Children with higher starting points are provided with the challenge that they need.

What the setting must and should do next

The provider should:

• strengthen further the monitoring and coaching of staff, to help staff provide more consistent support for children's learning.