Moon River Nursery And Pre-School

What is it like to attend this early years setting?

Children thrive in this warm and welcoming nursery. They are greeted by friendly, caring staff, who know them well and take time to greet each child individually. This helps children feel safe, secure and valued. Children show genuine affection for the adults that care for them and seek comfort and reassurance when needed. Staff respond kindly and sensitively, supporting the children's well-being effectively.

Children engage in a wide range of activities that support their communication and language. For example, during a water play activity, staff encourage young children to describe what they are doing, introducing new words like 'squeeze' and 'pour'. Children eagerly repeat the new words, showing growing confidence in their communication.

The curriculum is well sequenced and promotes children's personal, social and emotional development effectively. Children learn to take turns, share resources and cooperate with others. Staff support children's growing physical skills by providing regular opportunities for outdoor play and movement. For example, children develop coordination and confidence as they climb, run and balance on equipment in the outdoor area. Overall, the curriculum helps children build confidence and curiosity, preparing them well for the next stage of their learning.

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

• Children make good progress from their starting points. Staff take time to get to know each child and use what they know to plan activities that reflect children's interests and support their individual next steps. This helps children stay engaged and motivated. For example, when children showed an interest in face painting, a practitioner painted tiger faces on the children, encouraged them to look in the mirror and describe what they saw. This activity supported children's language development, self-awareness and imaginative play.
• Staff promote children's independence well across all age groups. In the baby room, staff encourage the youngest children to feed themselves, offering gentle support when necessary. In the toddler room, children take responsibility for tidying up after activities, learning to care for their environment. In the pre-school room, children serve their own snack and pour their drinks. This helps children build confidence and prepares them for school. These everyday opportunities help children develop their self-care skills and a sense of responsibility.
• Partnerships with parents and carers are strong. Staff take time to gather detailed information about babies before they start, which helps them plan care routines that match the child's needs and preferences. Parents meet with staff twice a year to discuss their child's progress and next steps. Staff also share regular updates through daily conversations and messages. Parents speak highly of staff and praise their approachability, support and genuine interest in their children's development.
• Leaders have put clear systems in place to monitor staff practice and provide regular supervision. They observe staff frequently and use this to identify their training needs and areas for development. Staff generally adapt activities well and offer appropriate levels of challenge. However, this is not consistent across the team. At times, some interactions lack purpose and do not fully support children's focus or offer an appropriate level of challenge for the most-able children.
• Staff plan regular outings that enhance children's learning and link to their interests. Children visit places in the local community, tend to their own allotment and visit the train station. These experiences help to broaden children's understanding of the world around them and make learning meaningful beyond the setting.
• Leaders are mindful of staff well-being and create a supportive team culture. They check in with staff regularly and offer help when challenges arise. Staff say they feel valued and listened to and they enjoy coming to work. This positive atmosphere helps maintain strong relationships across the setting.

What the setting must and should do next

The provider should:

• support staff to build on their interactions to ensure they consistently extend and challenge children's learning.