Nurture Nursery and Pre-School

What is it like to attend this early years setting?

Children arrive at nursery eager to start their day. Staff form loving relationships with the children. Each time a member of staff enters a room, children beam with excitement as they run towards them for a cuddle. Staff create a sociable environment where children talk confidently about their experiences. Children feel safe and secure.

Children benefit from a range of experiences both indoors and outdoors. Young children develop their imaginations in the role play area as they pretend to make breakfast for their friends. Older children learn about sharing while building tall structures alongside their peers. They develop their listening skills as they join in with story time in the outdoor book area. Children are making good progress. They engage in self-chosen learning experiences throughout the day. They confidently explore the environment and select from the resources available to them. Staff enthusiastically support children's engagement in learning. For example, children laugh and smile as staff engage the children's recall skills to act out stories such as 'We're Going on a Bear Hunt'. Children are developing positive attitudes to learning.

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

• Staff support children's physical development. They develop children's hand-to-eye coordination through games involving bats and balls. Children confidently navigate their space on balance bicycles. They develop their small hand muscles as they use squirty bottles filled with water to put out their pretend campfire. Children are developing confidence in their physical skills.
• Staff promote mathematical development. Through everyday experiences, children develop their mathematical skills. For example, children count confidently as they collect cups from their friends after mealtimes. Children are progressing well in their mathematical development.
• In the main, the intent to develop children's communication and language is implemented effectively. Children develop new language and listening skills through engaging in songs and listening to stories. However, this is not consistently embedded. Some staff do not always encourage children to use their critical thinking skills by using thought-provoking questions or pronounce words correctly. This leads to children not consistently benefiting from high-quality interactions.
• Children behave well. Staff create clear and consistent routines. This helps children understand what is coming now and next and equips them to be able to regulate their behaviour. Staff support children's behaviour through positive reinforcement and modelling caring interactions. Children are developing their understanding of each other's feelings.
• Staff teach children how to look after their bodies. The nursery chef provides children with healthy and nutritious meals. Children are developing their understanding of keeping themselves safe. For instance, children tell staff that in summer they need to wear a hat and put sun cream on before they play outside. Children are developing an understanding of how to keep themselves healthy.
• Overall, children have opportunities to be independent. They make their own choices about the activities they engage in. However, this is not consistent throughout the nursery. For example, some staff help children who are capable of putting on their coats and shoes independently to do so. This delays children developing their self-care skills.
• Effective procedures support smooth transitions. Children's feelings are considered as they transition through the nursery. When children move to the next room, parents receive a welcome pack that they can share with their child, so they know what to expect. Parents express how supportive staff are at emotionally preparing their children for school. Children are well prepared for all transitions.
• Children develop skills from the world around them. All staff are passionate about children learning from their local community. Babies happily repeat 'duck' and 'park' in eager anticipation of their trip to the park. Older children visit the local food shops. Through these experiences, children are developing their vocabulary and their understanding of the world.

What the setting must and should do next

The provider should:

• support staff to implement the curriculum for communication and language more effectively, to further benefit children's critical thinking and speaking
• encourage staff to consistently provide opportunities for children to develop their independence.