MTO Nursery

What is it like to attend this early years setting?

Children excitedly arrive at nursery and are warmly welcomed by friendly staff. They quickly settle and are eager to find out what activities are on offer. Children demonstrate they are comfortable and feel safe in this homely environment. They are motivated to learn and confidently choose an activity to engage with. Staff know children well and are sensitive to children's individual needs. Their positive and meaningful interactions enhance children's knowledge and skills as they play. For example, babies delight in exploring coloured foam using their senses and staff introduce key words, such as 'pop' and 'gone'. Babies giggle with staff as they pop and squeeze foam together.

Children benefit from various experiences in the wider community. For example, staff take children to visit the local fishmonger to greet the owner and learn about sea animals. Children know where the famous landmark, the clocktower, is and they tell visitors how 'big' it is using their whole-body expressions. Staff use the daily trips to the local area to help children to develop an understanding of their community and the wider world. Staff have high expectations of all children. They act as excellent role models. Staff gently remind children to take turns and encourage children to use their 'walking feet'. Children are kind and considerate towards each other and behave well. Children form strong friendships as they seek others out to share experiences with. For example, children work out how to operate a 'bee bot' and call others to see if it moves.

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

• The manager is committed to providing quality care and education for all children. She and her staff team identify the nursery's strengths and areas for development through self-evaluation. They make positive changes to improve the nursery even more. The manager genuinely values her staff's well-being and supports them in their roles. She understands the importance of monitoring staff's practice and supporting their professional development.
• Staff observe children closely and are aware of what they know, can do and what they need to learn next. They follow children's interests and plan activities to support their next steps in their development. Staff actively inform parents about their children's progress through daily feedback and online apps. As a result, parents are fully involved in their children's learning.
• All children make good progress, including children who require additional support. The manager and staff carefully consider the current cohort of children to make sure that the environment and routine meet their needs. Staff work with external agencies to support children when there are gaps in their learning, such as the local advisory teacher or the speech and language therapist.
• Staff put a daily routine in place, which helps children to build a sense of belonging and security. For example, pre-school children respond well to tidy-up music. However, at times, transition times in the younger age group are not organised as effectively. This results in children wandering and not knowing what they are expected to do. At these times, children's behaviour can become more difficult for staff to manage.
• There are well-planned transitions to support children's move from home, room to room and on to school. Staff invest time to getting to know children and their families. Two-way communication encourages parents to share what they know about their children. Staff use children's initial assessments and collect information from parents to help them to meet the individual needs of children. This supports children to feel confident about their move to their next stage in learning. Staff keep in touch with the local schools and share children's key information, which makes children's moves even more enjoyable.
• Staff plan regular circle times as a part of children's daily routines. Children learn to share their thoughts and ideas, follow instructions, listen carefully and develop their focus. They enjoy listening to stories and singing rhymes with staff. However, some children wait too long before they can have a turn. This means that they become distracted and lose focus. As a result, some children do not fully benefit from the learning experiences.
• Parent partnerships are a particular strength of the nursery. Parents speak exceptionally highly of the staff team. They say they are extremely happy with the progress their children are making. Staff consistently share ideas and give advice to support children's further development and learning. Parents attend a language and communication session organised by the nursery, and they appreciate how helpful the information is. Parents describe the nursery as an 'extension of home'.

What the setting must and should do next

The provider should:

• review and implement clearer routines for younger children, particularly at transition times
• enhance the organisation of group activities to develop children's attention and involvement to higher levels.