Mogghill Nursery School

What is it like to attend this early years setting?

Children arrive at the nursery happy and confident. The key-person approach is firmly embedded to help children settle in quickly. Children are very confident to approach their familiar adults for comfort and reassurance. Children's behaviour is exemplary. They respond well to staff's high expectations and follow instructions without needing reminders. Children know how to share, wait their turn, and have the upmost respect for each other. Children are exceptionally kind to their friends. They show empathy when peers are settling or friends need help, and their manners are extremely good. For example, without prompting, children will say 'please' and 'thank you' to staff and each other.

Children enjoy fresh air and plenty of exercise. They have opportunities to run fast in open space, grow vegetables or look for wildlife. Staff encourage children to be inquisitive, resilient and confident. They happily play alongside the children, supporting their motivation and desire to learn. Staff seize any opportunity to broaden children's learning about their natural world. When it starts to rain, staff take this moment to pause play for the children to listen to the sounds it makes. They introduce new words, such as 'pitter-patter', before cheerfully singing weather songs. Staff then join the children excitedly as they look outside for 'rainbows' when the sun comes back out.

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

• The aspirational, dedicated manager has a clear vision for the nursery's continual development. She and her devoted team are fully committed to the care and education for all children. Together they continually reflect, review and plan activities around children's interests and abilities. They are very motivated and support each other to succeed in their roles. Staff state that they feel highly valued as members of the team and supported by the manager. The arrangements for staff's professional development are excellent. They have ample opportunities for accessing training to further develop their knowledge. As a result, this has a positive impact on children's learning and development.
• The inclusive nursery and staff have high expectations for all children. Children with special educational needs and/or disabilities are welcome and supported to reach their potential. The manager adapts staff ratios to ensure all children receive the support they need. Gaps in children's development are quickly identified and addressed. The special educational needs coordinator is proactive in seeking external support for children. She works closely with the families and provides useful information they can use at home. As a result, all children make good progress and receive exceptional support.
• Staff provide plenty of opportunities for children to be independent. For example, they encourage children to wash their hands, promoting good hand hygiene. They also teach them about healthy eating choices during mealtimes.
• Overall, staff promote children's language and communication well. Staff introduce new words to widen children's vocabulary, such as 'self-raising flour'. They constantly speak to the children as they play and narrate what is going on. Staff enthusiastically read stories and join in singing familiar songs. They use visual prompts to support listening strategies and communication for non-verbal children. However, on occasion, staff do not fully enhance children's thinking and language skills. For example, they do not always give them enough time when responding to the questions they ask.
• There is a strong focus on mathematics throughout the nursery. Staff skilfully weave mathematical language into children's daily routine and play. They point out numbers, which children can recognise and relate to special events. Staff also use words such as 'taller' or 'shorter' as they measure the block towers children build. Children then independently measure other objects against their towers, such as themselves.
• Partnership with parents is strong. They are extremely complimentary of the nursery and the staff. They share that the relationships between their children and staff are exceptional. Parents feel confident that their children are safe and looked after well. They share how the nursery provides a stimulating environment, both indoors and outside. They speak highly of the support they receive when their children start at the nursery. They value the many different ways staff communicate with them, including daily feedback.

What the setting must and should do next

The provider should:

• allow children more time to think and respond during interactions to extend their thinking and language skills.