MNS Kids Ltd T/as Turville Forest School Nursery

What is it like to attend this early years setting?

Children are happy, confident and keen to learn at this small and nurturing nursery. Staff greet children warmly with cuddles and smiles, and children generally separate from parents with ease. Staff get to know the children well and ensure that children's preferences are considered when planning. For example, when children express an interest in pirates, craft activities involving making treasure maps are introduced to the group.

Leaders and staff use daily routines to help promote children's self-assurance and good social and emotional skills. Children benefit from these and clearly feel a sense of belonging at the nursery. They freely explore their surroundings, accessing resources that spark their interest and readily asking staff for help if it is required.

Children's independence skills are well supported. Older children know where to put their belongings and how to change their shoes, and they serve themselves fruit during snack times. Children behave well. Staff teach children to use good manners and to be helpful towards adults and peers alike. For instance, when building tricky magnetic towers, children assist their friends by helping structures to balance. Children develop a love of outdoor learning. Babies enjoy exploring textures in sand and water when playing in the separate baby garden, while older children delight in manoeuvring ride-on toys around the spacious playground area.

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

• Leaders sequence the curriculum so that children explore, practise and learn as they move through the three rooms at the setting. Over time, staff help children to develop skills, such as taking responsibility for their own belongings and taking care of personal hygiene routines, in readiness for school.
• Staff understand the provider's curriculum aims and assess children's progress from their starting points. They ensure that activities consider children's interests and stages of development. However, at times, staff do not always build on what children already know and can do. For instance, sometimes they do not recognise when to introduce new information and topics, rather than repeating what children already know. This does not fully inspire and motivate children to learn more.
• Children enjoy a balanced diet of healthy snacks and meals that are freshly prepared on site each day. Stringent procedures in place ensure excellent levels of hygiene and that all dietary needs are met.
• Communication and language skills are supported well. Staff model ambitious language and take time to explain new words or phrases. For instance, when discussing lengths of time, staff explain what is meant by the phrase 'shortly' at an age-appropriate level. Children learn to widen their vocabulary and use newly learned words appropriately.
• Staff are clear of their expectations of children's behaviour. They gently remind children of expected choices, such as turn taking when opening flaps in a book or sitting nicely during group time. Children are respectful of others and the environment. This is evident when children happily complete tasks including clearing their plates at lunchtime and sweeping the floor after messy activities.
• There are ample opportunities for children to develop their physical skills. Children relish in opportunities to dig in sand pits, explore in water play, and run and climb in the wooded area. Fine motor skills are developed through staff teaching children to scoop play dough noodles with spoons and to hold and use fine paintbrushes effectively to create pictures of sea creatures.
• Leaders and staff ensure that the nursery is accessible for all children. Swift referrals to other professionals for advice are in place when appropriate. Specific adjustments for children with special educational needs and/or disabilities are in place. For instance, staff have developed a sensory room with calming resources to help children regulate their emotions when feeling overwhelmed. However, staff do not consistently include planned activities that celebrate cultural diversity. Consequently, children are not being given regular opportunities to gain a full and wide understanding of people beyond their own community.
• The key-person system is effective. Babies regularly check in with their key person for cuddles and reassurance, and staff ensure that all key children are known incredibly well. Staff use this information to adapt activities to help with engagement. For instance, when building towers, dinosaurs are added to ensure that children remain engaged.
• Partnerships with parents are strong. Parents value the communication and information they receive about their children. Staff help parents to support their children's learning and development at home. Staff keep families up to date with children's progress verbally and through written reports.
• Leaders offer good opportunities for staff to receive ongoing training, supervision and support. Staff report that workloads are manageable and that they feel very well supported.

What the setting must and should do next

The provider should:

• strengthen activity planning to more effectively support children to continually build on their knowledge and skills
• support staff to further promote children's curiosity and understanding of people and communities beyond their own.