Northend Nursery

What is it like to attend this early years setting?

Children are happy at nursery. They settle well and quickly become occupied in the array of activities on offer. The effective key-person system helps to build strong, trusting relationships between children and staff. This results in children feeling safe and secure. Children are confident to share their wants and achievements. They know staff will listen and respond. For instance, children share their joy at completing a puzzle. Staff praise their efforts. This boost children's self-esteem. Children are familiar with the routine and behave well. Older children understand the expectations. Younger children listen for guidance, such as taking their shoes off for indoor activities.

Children are actively engaged in their learning. Activities are well planned and purposeful. For example, toddlers enjoy the sensory experience of mixing foam and paint. They feel conkers and leaves as practitioners read an autumn story. Older children have developed a keen interest in minibeasts. Staff extend this with activities and books, using information and facts to support understanding. Staff work together to ensure that children are consistently supervised. They place themselves so children are supported and kept safe. Staff's enthusiasm draws children in. Children enjoy filling containers with sand and discussing what they have made. Staff introduce conversation starters and this promotes communication.

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

• Leaders are passionate about providing a safe and stimulating environment. They have a clear vision and promote a curriculum with a 'simplify and challenge' ethos. Activity plans follow children's lead. For instance, a 'through the window' experiment has created a buzz of learning opportunities based on the changes children see through the same window each term.
• The special educational needs coordinator (SENCo) acts swiftly to identify needs. They work effectively with professionals to complete referrals and access funding. This results in children with special educational needs and/or disabilities (SEND) achieving the best possible outcomes. Leaders know their families well. Partnerships with on-site health visitors and midwives are strong. Staff provide first-time families with access to information and courses that support their understanding of child development.
• Children are exposed to a range of learning opportunities. Staff reflect on the outcomes of activities and use effective methods to assess children's development. Staff encourage a love of books. They link stories to each activity. Mathematical language is introduced. Visual and tactile numbers are included to support recognition. Younger children exercise their fine motor skills. They engage with play dough and large-scale drawing activities. However, older children do not freely access activities that encourage early writing skills.
• Parents speak highly of the setting. They comment on the nurturing and caring relationship between staff and children. The support provided to children with SEND is greatly appreciated. Parents note the lengths staff go to to support their children and the development that children make. Parents feel well informed with regular updates. Parents' evenings provide a detailed insight into children's learning and development.
• Leaders and staff have developed an inclusive setting. Equality is embedded throughout. Sand hats have been introduced and children automatically put them on when playing with sand. Children are increasingly independent from a young age. They instinctively wash their hands before eating. All children serve their own lunch and use cutlery. Staff promote the benefits of a healthy lifestyle.
• Language is presented to children at age-appropriate levels. Staff provide time for them to respond. They narrate children's play and encourage their thinking. Staff introduce words such as 'spiky' and 'prickles' as children draw hedgehogs. Younger children suggest different words to change songs, such as 'ocean' instead of 'farm'. Staff do not, however, seize opportunities to support children who speak English as an additional language.
• Staff report on supportive leadership. Regular supervisions check on their well-being. Training opportunities are encouraged to continue professional development. Leaders consistently reflect on the provision. They believe in staff's abilities, which helps to create committed practitioners.

What the setting must and should do next

The provider should:

• provide older children with a wide range of opportunities to develop their early writing skills
• develop staff's understanding and provision of opportunities for children who speak English as an additional language by using tools that will support them through the curriculum.