Nicoll Road Nursery School

What is it like to attend this early years setting?

Leaders and staff have created a welcoming and friendly environment. Children demonstrate they are happy and settled and enjoy their time at the nursery. They confidently explore the environment and make the most of the exciting activities staff plan for them. Children arrive with big smiles, and every child is greeted by their name. Staff have high expectations of all children, and children behave very well. Staff show respect and listen to what children say. They provide gentle reminders and explanations to help children learn about rules and boundaries.

Leaders have implemented an effective key-person system. Staff take time to get to know children and use information to plan relevant activities. Children make the most of playing indoors and outdoors, having fun as they go. They learn about nature through planting and growing activities and by caring for the nursery rabbits and chickens. This helps them to understand the world around them. Children develop their physical skills well. There are lots of opportunities for children to climb, throw beanbags and learn to balance. Leaders ensure that the curriculum is ambitious and challenging for all children. This means that all children, including those who may be disadvantaged, make good progress in their overall development.

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

• Leaders have worked hard to address weaknesses identified at the last inspections. They have a targeted action plan that they are working towards to drive improvement. This has had a positive impact on keeping children safe and on the teaching and learning across the nursery. For example, all staff have attended training on managing allergies and have suitable knowledge and understanding of this.
• Staff know all the children very well. They regularly observe and track their progress. They speak to parents about their children's interests at home. This enables staff to plan activities based on what children know and what they can do. Any gaps in learning are quickly identified and appropriate strategies are put in place to support children. However, on occasions, some staff do not always provide children with opportunities to think and problem-solve for themselves to help them to support their own learning.
• Children have lots of opportunities to develop their communication and language. They sing songs, listen to stories and share conversations with their friends and staff. Staff have attended training on supporting children's early language development. This has had a positive impact on all children's communication and language development. Staff have also shared this with parents to support children's development at home.
• Staff provide creative and exciting experiences that children engage in. Children are motivated and curious to learn. Staff use sand timers to support children with sharing resources and managing routines. This supports children to learn about boundaries and helps them to develop relationships with their peers.
• Leaders and staff support children's emotional well-being. When children first start and begin settling in, staff take time to get to know them individually, including knowing their routines at home. As a result, children have built secure relationships with their key person and other staff members.
• Overall, transitions for children are carefully planned and daily routines support children to develop their independence skills. However, during some routines such as mealtimes and snack times, staff do not always provide opportunities for children to develop their independence skills further and support them to make choices for themselves.
• Staff encourage children to develop healthy lifestyles, including enjoying the healthy meals and taking part in daily physical challenges. Staff interact warmly with children during personal care routines, such as nappy changes and washing hands.
• Partnerships with parents are strong. Staff work closely with parents to share information and provide regular updates on their children's progress and how they can support their children's learning at home. Leaders regularly communicate important information to parents.

What the setting must and should do next

The provider should:

• support staff's knowledge and understanding of providing children with time to think and problem-solve for themselves
• consider routines during the day to promote children to make choices for themselves, particularly around mealtimes and snack times.