N Family Club Ockham

What is it like to attend this early years setting?

As children arrive, they receive a warm and friendly greeting from staff. Older children confidently say goodbye to their parents. They come inside and begin to prepare for breakfast. Children feel safe and cared for. They seek out staff for reassurance as they settle into the nursery day. Children build close relationships with staff.

Leaders create an enriching curriculum that provides children with a wealth of meaningful experiences. For example, children go on trips out to a nearby farm. Children speak with excitement about going on a coach and the animals they have seen. Staff extend this learning by introducing activities that encourage children to recall knowledge. They support children to think about the different sounds that animals make through songs and stories. Children gain valuable knowledge that increases their awareness of the world around them.

Children demonstrate respectful behaviour to one another. They have a good understanding of what is expected of them and follow staff instructions with ease. Staff often respond calmly and quickly to address any disagreements. For example, they provide guidance to children about how to share and take turns. Staff also remind children to be kind to those around them. Children behave well.

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

• Children's expressive arts and design skills are actively encouraged. Staff engage young children in immersive hoop painting experiences. Children paint with their hands and brushes. This carefully planned activity has been constructed so children can express themselves freely. Staff also consider the physical benefits of the activity, such as increasing core strength. Children are absorbed and engaged in meaningful learning.
• Leaders and staff work together to support children with special educational needs and/or disabilities. They ensure each child can access their full entitlement to education. Staff work closely with healthcare professionals such as occupational therapists. They collaborate together with parents to develop targeted and effective individual plans. This means that children benefit from a shared approach to their learning.
• Overall, interactions across the nursery are of good quality. However, minor inconsistencies in the monitoring of temporary and bank staff mean that this is not always consistent. Responsibility for the direct support of new or temporary staff is also unclear in some rooms. This means that children do not consistently receive meaningful teaching interactions.
• Children's language skills are increased. Staff create specialised sessions that specifically target children's communication skills. For example, they introduce young children to simple sign and action songs. Children participate with delight. Staff use language clearly and engage children in conversation to broaden their vocabulary.
• Children demonstrate a keen interest in stories and books. They enjoy moments of calm as they look at books independently in the cosy areas arranged for them. Staff also charismatically engage children in conversations about familiar narratives. Children's love of reading is increased.
• Staff promote children's physical development. They carefully organise the garden so children can run, climb and balance with confidence. Children explore different equipment. They try hard as they learn to pedal small bicycles. Staff also provide children with opportunities to consider risks for themselves. For example, children learn how to spot hazards in the garden and how to identify something that is not safe. Children gain skills that enhance their knowledge of personal safety.
• Effective care practices support children's emotional security. Care routines such as nappy changes are carried out sensitively and respectfully. Staff sing with children throughout the routines, and children excitedly name the colours of the rainbow in different languages. Children are positively supported through conversation as they learn about their own hygiene needs.
• Staff speak highly of the support they receive for their well-being. They say that they feel valued in their roles and know that their leadership team will provide them with guidance if they need it. Furthermore, leaders provide staff with access to an independent assistance programme. Leaders fulfil their role to recognise and have a positive impact on staff well-being.

What the setting must and should do next

The provider should:

• strengthen the arrangements for the consistent and effective support of temporary and bank staff.