New Beginnings (Moorside)

What is it like to attend this early years setting?

Children enjoy every minute of their time in this nursery. Parents comment that their children show how happy they are with their huge smiles as they arrive. Staff are kind, nurturing and want all children to make the best possible progress. Children access a range of resources in well-organised environments. Staff encourage children to make choices and actively encourage their views. For example, pre-school children form a 'nursery council' to share ideas and make suggestions. Babies have lovely attachments with their key persons. They enjoy playing 'ready steady go' activities, such as posting balls through large tubes. Babies excitedly communicate 'more' and giggle as they play. Children learn about the world around them. They plant herbs, pick apples and make insect houses. They enjoy 'wellie walks' in the local countryside and visit the library on the bus.

Children have lots of opportunities to explore and investigate outdoors in the fresh air each day. Older children enjoy playing in the mud kitchen. They develop their coordination, as they empty and fill different containers, cutting and adding fresh herbs to their concoctions. Younger children paint on ground, naming the colours and experimenting with how they can change them. Children behave well. Older children take turns on a large bucket swing outside. Younger children wait their turn to pick a prop to choose their favourite song. Children learn how to keep themselves safe. For example, they understand that they need to wear helmets when they ride on bicycles.

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

• Staff offer children a motivating curriculum, which takes account of what they need to learn next. Children are engaged and challenged in the learning. They thrive and flourish in this nursery.
• Older children are confident communicators. Staff ask children questions which encourage them to provide a detailed response. Children learn new vocabulary when they play. For example, when they explore autumnal resources, they use words such as 'hibernate', 'whole' and 'half'.
• The manager acknowledges that some staff would benefit from extending their knowledge of how to support younger children's communication. For example, at times, staff do not remove babies' dummies when they babble. Some staff do not think about how they can use a range of strategies to help children to understand what is happening next.
• Staff understand that children need to develop their muscles in their hands to prepare them for later writing. Toddlers hammer pegs into pumpkins, squeeze pipettes in water and paint on large pieces of paper on the fence. Older children use tweezers to transport pom-poms and use tools to twist and turn screws.
• Staff work extremely well with parents. They share information each day about children's learning and development. Parents are invited to 'come and see' sessions in the nursery, where they can see what their children are doing and take part in activities, such as den building.
• The nursery is fully inclusive and welcomes all children. Children with special educational needs and/or disabilities are supported very well. The special educational needs coordinator works closely with other professionals to help children to catch up in their development. She provides advice and support to staff to help them to implement strategies and additional interventions.
• Staff use additional funding well to support individual children. Some children are offered extra sessions and additional adult support. Staff expand children's experiences by inviting external professionals who offer different activities, such as yoga, drama and cookery.
• Staff help older children to develop their independence to be ready for school. Older children set the table at lunchtime, cut their fruit at snack time and spread butter on crackers. They learn to dress themselves and put on their wellies.
• On occasions, staff do some tasks for younger children that they could learn to do themselves. For instance, staff wipe toddlers' noses, dress them and put their aprons on for them. This limits younger children's attempts at having a go at being independent.
• The manager and deputy manager are strong leaders. They are dedicated to supporting children, families and the local community. The manager, the providers and deputy manager value staff and support them to enhance their practice. For instance, staff very much appreciate the 'moments that matter' scheme, which recognises their achievements.

What the setting must and should do next

The provider should:

• extend staff's understanding and knowledge of how to support younger children's communication and language
• support staff to encourage younger children to extend their independence and self-care skills.