Nene Valley Day Nursery

What is it like to attend this early years setting?

Children are at the very heart of this vibrant and inspirational nursery. With genuine care and a nurturing approach from staff, children rapidly develop confidence and a strong sense of well-being and belonging. The positive relationships between children and staff are palpable. Babies gaze at staff who speak to them gently and hold them close when they have their bottles.

All children, including children with special educational needs and/or disabilities, successfully take part in activities alongside their friends. Staff swiftly identify children who need additional support. They work closely with parents and other agencies to implement specific targets and interventions to help children achieve as well as they can. Children quickly respond to staff, who use clear language and sign language to help children understand what they expect of them. Staff's skilful approach supports children's engagement effectively.

Leaders and staff implement a curriculum that is ambitious and sequenced for all children to build on what they already know. Children concentrate and remain engaged and focused on their activities. For example, children are fascinated when staff read a story about dinosaurs and volcanoes. Children's knowledge is extended as staff carefully explain about dinosaurs being extinct and what this means. Staff introduce new words that extend children's vocabulary, such as 'eruption', 'magma' and 'lava', as they look at factual books alongside stories.

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

• Leaders are committed to providing children with high-quality experiences. They value staff's skills and support them to develop their knowledge. Staff access an abundance of bespoke training that helps them develop confidence and skills that enhance how they interact with and teach children. For example, staff use well-placed questions and make suggestions to help children develop their ideas, such as constructing a wide and supportive base when they want to build a tower. Highly effective monitoring of staff's practice through discussions and regular supervision results in an enthusiastic, professional and reflective team of staff who work exceptionally well together.
• Staff are effective in their teaching. This contributes to children's learning and widens their experience. For example, during a woodwork activity, staff confidently talk to children about safety and show them the safety goggles they will wear. Staff demonstrate how tools such as pliers, hammers and G clamps work. They help children to learn the difference between materials, such as wood and metal. Through discussion, staff teach children that wood comes from trees. Staff encourage children to compare and describe how wood and metal feel different. Children say that metal feels heavy and cold, and staff tell them metal can cut the wood because it is softer.
• Children's communication and early literacy skills develop rapidly. They have time to practise and revisit their learning thorough specific stories where staff teach them sign language. Toddlers are excited and motivated to take part. They rush to get the bag that contains the books and a toy character from the stories. Staff demonstrate the sign language for phrases such as 'Where is Jessie cat?' as they read the text. Children show they are familiar with this activity as they tell the story themselves. They turn the pages of the book and confidently use the signs they learn from staff.
• Staff are skilled in supporting children to work together and have respect for others, which results in consistently positive behaviour and cooperative play. Staff are exceptional role models. They talk to children about why it is important to ask their friends for a turn with toys when they have finished playing. Staff spend lots of time playing alongside children, gently reminding them to be kind and to think of others. This ensures all children can take part in discussions and activities and be fully involved.
• Staff have high expectations for the children to develop their independence, decision-making skills and confidence to do things for themselves. Toddlers and pre-school children do not sit down for lunch as a whole group; staff invite children to come to the lunch table when they are ready so their play is not interrupted. Children sit in small groups, with staff showing them how to use the tongs and spoons to serve themselves. Lively discussions take place about the food children eat. For example, staff talk to children about vegetables and how these contribute to keeping them healthy.
• Leaders and staff are committed to supporting parents alongside their children. Parents receive detailed feedback daily about their child's care routines and how the activities contribute to their child's learning. Parents are encouraged to use the lending library to extend children's love of books at home, which has a positive impact on children's language. Leaders share information for parents to continue their child's learning and development at home, and this contributes to a consistent approach for children.