Middleton Nursery School

What is it like to attend this early years setting?

Children are excited to arrive and smile happily as they are greeted by staff who are clearly pleased to see them. Children's curiosity is nurtured. They are able to explore the things that interest them. For example, children use digital cameras to capture pictures of the new things they have spotted in the garden. They work together and take turns operating this piece of equipment. Their efforts are valued by staff who print off their photos to share and discuss with other children.

Children develop good levels of independence. They know what to do when they arrive and where to put their belongings. Parents do not currently go into the rooms with their children due to COVID-19 restrictions. Despite this, they are well aware of how their children are progressing because staff make time to talk with them and keep them up to date. Children understand the high expectations of behaviour. They use 'kind hands' and know the nursery's 'five golden rules'.

Children are listened to and encouraged to develop their ideas. This helps them to feel valued. Children are kept safe by staff who know them well. Children understand how to care for living things. For example, they enjoy caring for the nursery pet tortoise, Stanley. This helps children to learn how to be gentle and considerate. When using broccoli in another activity, children were keen to keep the leaves for Stanley because 'he loves them so much'.

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

• Children access a curriculum that is designed to focus on their individual learning needs and build on what they know and can do. They learn to identify shapes and letters through planned activities and routines. Children also enjoy familiar stories and rhymes, and they choose books to share with their friends. This helps to promote their early literacy.
• Staff skilfully develop children's communication and language skills. For example, they position themselves at children's eye level when they are talking with them. Children who speak English as an additional language are given the time and support needed to make their needs known. As a result, they are becoming confident communicators who are keen to express their views.
• Indoors, the children access a wide range of resources and experiences that stimulate their interests. However, learning opportunities in the outdoor area are more limited. Resources in this area support physical development but other areas of learning are less well resourced. For example, the mud kitchen lacks challenge and the sand pit is very small. This limits opportunities for children to practise skills and problem-solve in these areas.
• Leaders share their vision for quality. They ensure that staff know the children well and consider how each child's learning can be progressed. Staff have excellent knowledge of how children learn and work together to share good practice. Interactions between adults and children are respectful and supportive. This has a positive impact on children's care, learning and development.
• Parents feel well informed and extremely happy with their children's learning and progress. They describe the nursery as 'a second family'. Parents also have opportunities to share their children's achievements at home. For example, the 'Proud Cloud' display shows pictures and comments of children's achievements at home, demonstrating how much these are valued.
• Children are well prepared for the next stage in their learning. Staff consider what is needed for each child to help them make smooth transitions within the nursery and on to school. They have developed a 'road to pre-school' resource to support this process.
• Children learn about the way in which different communities celebrate special days. However, they have little opportunity find out more about their own community. This does not help children to gain a full awareness of the similarities and differences between themselves and others.
• Children who receive additional funding, particularly those with special educational needs and/or disabilities, are expertly supported to reach their full potential. Additional funding is used effectively and additional support is tailored to each child's needs.
• Children are supported to talk about how they are feeling. The calm environment makes it easy for children to explore their emotions with staff. Children are confident to seek out adults for support and have strong bonds with staff. Children beam with delight to see their key person as they arrive.
• Leaders and managers are passionate about their nursery and strive for excellence. They have a clear vision for improvement and effectively support staff well-being as well as developing their knowledge and practice. Both staff and parents benefit from the nursery's designated well-being officer, who makes herself available to chat with them during difficult times.

What the setting must and should do next

The provider should:

• build upon the range of learning opportunities offered outdoors to enable children to make connections to their learning indoors
• make better use of the local environment to deepen children's knowledge of the world around them.