Nursery @ Lea

What is it like to attend this early years setting?

Staff help children to settle quickly and enjoy their time at the welcoming nursery. The calm manner of staff helps children to feel secure as they play and learn. Children develop positive attitudes towards their learning as they engage in interesting activities. Staff involve children in planning activities through their 'school council' where they voice opinions and ideas. This helps children learn about democracy and supports staff to incorporate children's interests into their planning. Children understand staff's expectations of them. For instance, they quickly stop and listen for instructions when staff stand and clap their hands to gain children's attention.

The focus on promoting a love of books in children of all ages shines throughout the setting. Staff link stories to almost all activities and children listen intently as staff read to them. Children remember key parts of familiar stories and staff link these to new learning. Parents borrow books from the nursery library to support their children's learning as they read together at home. There are also books available to support parents' understanding of topics such as toilet training and emotional health. Staff help children to understand and discuss their feelings. They teach children techniques such as 'peer massage'. This helps to promote a calm environment which is conducive to effective learning.

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

• Leaders work closely with school staff to ensure children's transitions to school are smooth. Staff teach children key skills they will need to ease them into school life. For instance, children learn independence skills such as dressing, self-care and managing mealtimes. Children make good progress in their learning and are ready for their move on to school.
• The special educational needs coordinator (SENCo) works hard to access appropriate support and funding for children with special educational needs and/or disabilities (SEND). Funding is spent thoughtfully to be of the greatest benefit to those children who need additional support. For instance, a new member of staff has recently joined the team specifically to support children with SEND. Children with SEND are well supported and make good progress from their starting points.
• Most children behave very well and are keen to learn. Children enjoy each other's company, and staff teach them skills such as sharing and taking turns. Leaders and staff work hard to implement strategies to manage more challenging behaviour and to minimise the effects this may have on other children's learning.
• The curriculum for mathematics is well considered and embedded throughout the setting. Staff use every opportunity to help children to learn about number and mathematical concepts in exciting ways. For instance, children 'grow' a toy lizard in a bowl of water and excitedly remeasure it at regular intervals. Children gain a firm understanding of the basic concepts of mathematics on which to build future learning.
• Older children are articulate and confident. Staff offer plenty of opportunities for them to hear and practise lots of interesting dialogue and vocabulary. Staff teaching younger children do not always attain the same high level of engagement when teaching larger groups. Therefore, younger children do not always gain as much from group activities as possible.
• Staff help children to understand more about their community and the wider world. For instance, children support local and national charities by creating art for a local art trail. Children learn about becoming responsible citizens.
• Leaders prioritise reflection on their provision. They consider factors, such as the effects of the COVID-19 pandemic, alongside assessments of children's progress. Curriculum planning flows from these evaluations. For instance, the provider runs sessions for pre-school children to support specific physical skills. This helps to bridge any gaps in children's learning and development.
• Leaders prioritise staff's well-being and share good practice throughout the early years sector. For instance, leaders have contributed articles to sector publications about reflective practice. Staff share ideas and complete training on topics that they demonstrate an interest in. Children benefit from the dedicated team that leaders have created.

What the setting must and should do next

The provider should:

• consider different ways for younger children to hear and practise more vocabulary in group activities.