My Ohana York Nursery

What is it like to attend this early years setting?

Children arrive happily, keen to start their day. They confidently separate from their parents, demonstrating they feel safe and secure in the nursery. Staff provide a carefully considered environment, which helps to encourage independent choices. This helps children to feel valued as they direct their own play. Caring and nurturing staff regularly observe children to understand their levels of development. Close bonds with staff help children to feel emotionally safe, and they are eager to learn. Staff recognise the importance of children being physically active. The environments, both indoors and outside, promote children's development across the seven areas of learning. Outside, children engage positively in physical activities. For example, younger children and babies practise climbing on the wooden play equipment. Inside, children take part in dance sessions to encourage coordination, strength and balance.

Children are helped to understand early mathematical concepts well. Staff use a range of strategies to help them understand the meaning of shapes, numbers and the different quantities that they represent. Children confidently use scissors to help develop their fine motor skills, which they will need for eventual pencil control and writing. They apply their imaginations as they make bridges using bricks and small-world resources. Staff have high expectations for all children. Well-embedded rules and routines enable children to know what is expected of them. Children's behaviour is good. They develop their confidence and social skills as they play together. They are beginning to help their friends understand the rules. Mealtimes are sociable, and staff sit with children to chat with them. Children are learning independence as they pour their own water from a jug and begin to feed themselves. Staff praise their efforts and prompt the use of 'please' and 'thank you'.

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

• Overall, the delivery of the curriculum is robust and has a positive impact on the progress of children. Staff have clear intentions for what they want children to learn. However, occasionally, some staff do not recognise when they need to adapt an activity to maintain the focus and interest of all the children participating. As a result, not all children benefit fully from the teaching provided at these times.
• Staff are knowledgeable and skilled. They build on children's existing knowledge and help them to extend their understanding. High priority is placed on developing children's communication and language skills. Staff speak clearly, repeat new words and make sure that they are facing children as they talk. Young children babble and practise using single words. Older children engage in detailed discussions with staff about their bodies and learn new words about the world around them. Children are being well prepared for their next stage in education.
• Children with special educational needs and/or disabilities are very well supported by the staff. Leaders work closely with staff, parents and other professionals to implement individual support plans for children who need them. They make timely referrals to outside agencies and seek support when needed. This helps to ensure that children who are at risk of falling behind receive swift intervention.
• Staff support children to develop a love of reading. They encourage children at regular intervals to sit and read a book as well as at group times. Staff make reading purposeful and link this to the activities they have set up. All children are keen to get a book out and will take them to staff. Staff use different tones and sounds when they read to help to keep children's attention. Children sit calmly and listen to the stories.
• Support for children who speak English as an additional language is very good. Staff support children's communication in different languages. They learn key words in several different languages so children have the opportunity to practise speaking in their home language and English.
• Partnerships with parents are very good. They are included in children's learning from the beginning. Staff collect information about what children already know and can do when they first start. This helps them to plan appropriate learning experiences from the start. Parents comment that communication is effective and they feel they can speak to all staff about their child's development.
• Dedicated leaders have ambition and strive to deliver the very best outcomes for children. A range of views from parents and staff support leaders to consider improvements. Staff receive a thorough induction when they start. This helps them to understand their role and responsibilities. Regular room and peer observations are carried out, and staff benefit from regular supervision meetings to discuss their ongoing professional development. Consequently, the quality of care and education provided continually improves.

What the setting must and should do next

The provider should:

• support staff to recognise when activities need to be adapted to meet the needs of all the children participating.