Monkton 2

What is it like to attend this early years setting?

Children at the nursery gain much new knowledge from the interesting and well-organised curriculum that leaders have established. Leaders think carefully about what different children need to learn. They make sure that every child has a chance to succeed. Children feel happy because staff help them to feel valued. Staff give children time and much attention. They talk and play with the children skilfully and hold their hand if they wish. Even when children sleep, staff are close by, making sure they feel soothed, such as with a stroke of the head or a pat on their shoulder.

The nursery has lots of windows, which give natural light to the well-organised and resourced rooms that leaders and staff have established. Children enjoy their learning, including their many opportunities to sing and look at books with staff. Children learn at the nursery about the richness of different languages, such as Polish and Italian. Staff gently support children to resolve conflicts when they have disagreements. They use their expert knowledge of child development to give children the help that they need, such as about learning not to snatch toys. Children learn how to act safely. For example, they walk up and down the nursery's grand, impressive staircase sensibly because of staff's helpful guidance.

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

• Mostly, leaders are clear about the important knowledge that they want children to learn. They ensure that communication and language is a key focus across all age groups. However, they have not given enough thought to the smaller chunks of knowledge that children need to learn. This means that sometimes staff do not help children to build on their previous learning.
• Staff support children's language development skilfully. For example, staff use puppets playfully to help older children to spot and say syllables in words. Staff make learning fun and children giggle with delight when the puppet greedily gobbles up the sounds. Children develop excellent attitudes to learning and gain new knowledge about sounds and words.
• Leaders make sure that staff understand the overarching curriculum that they have designed, including for reading fiction and non-fiction books. Staff expertly use the nursery's wide range of high-quality books with the children. For instance, when reading a book about three little pigs, staff use voices for different characters to help the story come alive. Children adore listening to these stories and ask for even more when the book is finished.
• Staff use assessment strategies well to spot gaps in children's knowledge. They plan meaningful next steps to help children to catch up quickly. Children's learning needs are met well.
• In the main, staff guide children gently to undertake some care practices by themselves, such as washing their own hands. However, on occasion, some staff are too eager to help children. For example, they set the lunch table with cutlery and plates. At these times, children do not gain the independence skills and resilience that they need.
• Staff are very knowledgeable about child development. For example, staff working with babies help them to physically develop, from lying on their tummies to beginning to crawl. Babies receive first-rate care and make lots of progress in their learning.
• Staff help toddlers and older children to begin to learn about the boundaries of how to behave. They help children to form successful, positive relationships, use their manners and play in harmony with each other. Children learn to be respectful towards each other.
• Parents and carers said that their children are 'thriving in an environment that provides a careful balance between care, stimulation and opportunities for development'. They value the guidance that staff provide for them to support their children at home.
• Mostly, leaders support staff well in their work, including to understand the curriculum. Nevertheless, leaders' arrangements to identify the strengths and priorities for improving the work of individual staff are at an early stage of development. This means that some points for improving the work of the nursery are less well thought out.

What the setting must and should do next

The provider should:

• identify the small aspects of knowledge that staff need to help children to learn
• improve knowledge of how to further develop children's independence, so they become more competent and resilient
• strengthen the performance management of staff, so that leaders have a clear understanding of staff training needs.