Nafferton Under Fives

What is it like to attend this early years setting?

Children enjoy their time in a warm and welcoming environment. They form strong attachments with staff, who are nurturing and loving. Children enthusiastically greet their friends and enter into lively and cooperative play. They are extremely well behaved, playing well together and taking turns as they play memory games. Children know the routine of the day. They respond well to staff instruction and demonstrate good listening skills. They patiently wait in line to wash their hands ready for lunch.

Children choose what they would like to do from a wide selection of carefully chosen resources and well-thought-out activities. Staff know what they want children to learn and provide a wide range of opportunities to ignite children's thirst for learning. They place a strong emphasis on creative play and developing children's imagination.

Staff recognise how children enjoy outdoor play and ensure they implement the curriculum fully in the outdoor area. Children learn about nature as they grow sunflowers and vegetables. They spontaneously water the flowers as they engage in outdoor play. Children know that flowers need sunshine and water.

Due to the COVID-19 (coronavirus) pandemic, the setting introduced additional hygiene arrangements to keep children safe. Parents do not currently come into the nursery. Staff give extra support to children who need more help to settle. They recognise when children need reassurance.

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

• Staff implement the well-thought-out curriculum successfully. They know what children's starting points are and accurately use assessment information to identify the next steps in their learning. Children are confident learners and enjoy familiar activities. Staff have a clear intent for what they want children to learn. They take account of children's interests. For example, children explore the sensory feeling of the sand while hiding and finding their dinosaurs. Staff extend this learning as children use chalk to draw dinosaur pictures on the floor, before comparing them in a book.
• The manager reports that due to COVID-19, children's progress in communication and language and relationship building has been affected. As a result, staff are working hard to bring children back to expected levels. For example, staff offer children many opportunities to describe the animals they come into contact with. Children talk about their horses and how they are having to remain in a stable, due to illness. This focused intervention means children continue to make good progress.
• Staff recognise when children need additional support. They work with parents to ensure further advice is sought and provide activities to support children's speech and language, while waiting for professional interventions.
• Staff give clear messages to support children's understanding of healthy habits. Children know too much sugar will damage their teeth. They independently wash their hands before eating and after using the toilet. Independence skills are further promoted as children pour their own drinks, recognising they are thirsty after running around.
• Staff receive regular supervision from the manager and report they are well supported. The manager carries out observations of staff teaching practices to identify training needs and secure further improvements in their practice. However, the manager does not fully support staff to make full use of everyday opportunities to extend children's learning. For instance, they do not take advantage of daily routines to build on children's mathematical awareness.
• Staff recognise the sequencing of learning. They know that children need to build on their learning through a series of steps. For example, staff ensure children are able to engage in a range of activities which promote finger exercise and hand-to-eye coordination. This helps prepare children for going to school and gripping pencils.
• Parents are very complimentary about the care and education given to their children. They report that staff are extremely caring, and they can see their children are progressing. However, some parents feel that during COVID-19, they are not sure what their children are doing or the next steps in their learning.
• Staff liaise with other settings to share information and ensure children are progressing to their full potential. Staff adapt transitional arrangements for children going to school. For example, staff ensure those children who have been unable to visit the school have opportunities to talk about school and what to expect. They talk about the new environment and teachers. This helps children to feel excited about the next steps in their learning.

What the setting must and should do next

The provider should:

• provide parents with more specific information about their child's next steps and about ways in which they can support their child's learning at home, to help children make even better progress
• help staff to recognise when they can use everyday routines to extend children's learning, especially in mathematics.