Mill House Nursery Escrick Ltd

What is it like to attend this early years setting?

Staff are compassionate and caring. They create a welcoming, nurturing and inviting environment. Children enjoy the time they spend at the nursery and play happily with staff and other children. They have formed warm friendships. At mealtimes, children talk excitedly to each other about topics that interest them, for example their visit to a local farm to see the newly born lambs. Staff engage children in conversations and show an interest in their thoughts and what they have to say. Babies respond to staff's warm interactions with their own smiles, gestures and sounds. When children are still settling in, staff offer cuddles and sing to reassure them. Children feel safe and secure.

Children behave well and understand the rules that are in place to keep them safe. For example, staff remind children of rules when going up and down stairs. There are robust routines in place. Children make good progress and gain a secure foundation for their future learning and school. They have good levels of independence and want to complete tasks for themselves. For example, children make their own wraps for lunch.

Staff support children's communication, language and early reading skills effectively. For example, staff speak clearly and repeat key words, such as 'sprinkles', during activities. They ask older children questions, encouraging them to think and respond. Children benefit from taking part in regular singing and dancing activities. They begin to develop their physical skills as they follow simple actions, such as pointing to their heads, shoulders, knees and toes.

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

• Staff understand each child's needs and work closely with families. Children who speak English as an additional language receive strong support. Staff gather key words from parents and ask about special events and celebrations. Staff also liaise with professionals, such as speech therapists, to put collaborative plans in place for children who require targeted support.
• Staff support children's literacy skills well in the nursery. They use frequent opportunities to sit and engage children in a range of different books. For example, children attentively listen to stories about current themes, such as spring. The nursery also provides books for children to take home to share with their families. Children's love of reading is fully promoted.
• The nursery implements a programme of supervision and training to help develop the practice and knowledge of staff. For example, staff in the baby room receive specific training to help them care for younger children. Staff comment that they feel well supported. However, staff do not yet receive the coaching and mentoring they need to fully understand the intent of the curriculum. This prevents them from implementing the curriculum with precision and consistently challenging and extending children's learning to the highest levels.
• Parents appreciate the nursery's atmosphere and feel that it is well organised. They comment that staff are great at supporting children. Staff provide parents with information about the activities their children take part in. This partnership working helps to promote consistency for children's care and learning.
• Staff generally create fun activities to engage children. For example, older children enjoy creating their own pots to plant seeds. They observe real flowers and draw what they see. However, at times, staff provide younger children with pre-drawn pictures and pre-cut shapes. This prevents them from using their own imagination and developing their exploration and creativity skills.
• Children progress well in their mathematics skills. They use their mathematical knowledge in their play as they compare the heights of towers they have built. Children count dinosaurs and recognise shapes when playing with dough. These early mathematical skills help to prepare children for their future move to school.
• Staff deepen children's knowledge in a variety of inspiring ways. For example, they arrange for visits from professionals, such as a local fire engine team. Staff plan ways to help children to learn about real-life experiences, such as trips to local parks and play areas. Staff organise activities around themes, such as festivals and celebrations. This helps children to learn about the wider world.
• Staff know their key children well. They identify their interests and follow their lead. For example, children develop their physical skills as they manipulate dough. However, arrangements to share information across the staff team are not embedded. For example, when a key person is absent, other staff do not know the intent and focus of some children's individual learning needs.

What the setting must and should do next

The provider should:

• ensure staff receive coaching and mentoring so that they fully understand the curriculum intent and apply it consistently with precision so that children are challenged and extend their learning to the highest level
• extend opportunities for younger children to develop their imagination, exploration and creativity skills further
• share information between children's key person and other staff so that children's learning is supported more effectively in the absence of their key person.