Natural Choice Nurseries Ltd - Alveston

What is it like to attend this early years setting?

Children happily enter the nursery and are keen to learn. They engage in a broad curriculum. Staff provide an exciting learning environment to entice children to make decisions about their play. This is particularly evident in the outdoor area where children of all ages enjoy being physically active, exploring and learning about nature. This supports the high focus placed on supporting children's health and well-being.

Children behave well and staff support them effectively to resolve conflicts independently. Children keenly listen to the 'Colour Monster' story and reflect on how they feel. Parents borrow the learning bag and continue to support children's understanding of emotions at home. Children are kind to each other. For example, a toddler helps a friend to put their hood up, explaining that it is raining outside.

Babies are curious to explore using their senses. For example, they investigate the chocolate powder and cornflower gloop, mixing it together with their hands and a range of tools. Older babies help the younger ones, such as offering a spoon to help them mix, exclaiming 'here you are'. Older babies transfer the mixture to make marks on the floor, delighted in their achievements. Staff follow children's lead, challenging them further with different materials. For example, when children try to make prints in the mixture unsuccessfully, staff offer paint and children excitedly mix the paint and brush it on their feet and hands to make prints.

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

• The management team have good insight into how children learn. They build a well-designed curriculum, which staff successfully implement. Staff know children well and use their knowledge of children's interests to tailor the curriculum to meet their individual needs, including those with special educational needs and/or disabilities.
• On occasion, staff do not question children as well as they could to challenge children's thinking and to help them solve problems. For example, staff do not help children consider why the bubbles are blowing away from them or encourage older children to consider best ways to balance on the log.
• Staff help children achieve emotional security. For example, all children benefit greatly from strong bonds with their key person. Babies check in regularly with their familiar adult and receive cuddles and reassurance when new people are in the room. Staff ensure that settling in arrangements and transitions to the next room successfully meet children's individual needs. Children use the well-designed spaces, such as the tepee, to have time on their own and to calm themselves before rejoining activities.
• Staff meet children's care needs effectively. They gather information from parents when children start and regularly review this. Babies sleep and feed according to their individual needs and routines from home. Staff ensure that children are safe while they sleep. There are lovely interactions as staff change children's nappies, with singing and laughter. Staff are highly respectful. They ask children before they change nappies or wipe their noses. Staff listen to the children. For example, if young children want to continue their play, staff return later to change nappies so that their learning is not interrupted.
• Staff supervise the youngest children on the stairs efficiently, helping them to find different ways to descend the stairs safely. Older children understand the rules that keep them safe. For example, children know they need to wear helmets when they scoot or ride on the tricycle. Children communicate their findings well for example, how they can ride faster down the slope. Children negotiate the space and different surfaces well and are mindful of others playing in the same area.
• There are good partnerships with parents and other professionals to meet children's needs. Staff establish health care plans that they regularly review with parents and attend professional meetings to ensure collaboration when targeting support and seeking additional funding.
• The management team support staff well in their professional development. For example, some staff have identified training to support their understanding of 'In the moment' planning to improve their skills in developing the curriculum. The management team encourages collaborative working and there is a strong focus on ensuring staff's well-being.

What the setting must and should do next

The provider should:

• support children to think critically and solve problems for themselves to extend their learning and development even further.