Nurtured @ Skelmanthorpe

What is it like to attend this early years setting?

Nurturing and caring staff greet children warmly as they arrive at this welcoming nursery. Staff form positive relationships with all children. Children go to them for comfort and seek them out when they are unsure of visitors. They are happy and settled in their care. Staff encourage and praise all children's efforts. They teach children to be independent learners. Staff encourage children to choose their own learning. They help younger children to decide what they want to play with by offering choices. Older children vote on the activities they want to take part in. Knowledgeable staff support children's next steps through planned activities. As a result, children remain engaged in their play and have a positive attitude to their learning.

Staff support children's independent skills very well. They plan opportunities for children to develop their skills. There is a clear progression of skills as children move through the rooms. For example, babies develop the physical skills to sit up and start to feed themselves. Toddlers begin to learn to serve their food. They manage their bodies as they climb the steps of the slide. Staff sensitively support their efforts. Older children become confident in serving their food and clearing away their plates. They learn to use a knife and fork independently. Staff provide a variety of mark-making tools that children use to strengthen the muscles in their hands. When they are ready, older children learn to write the letters of their names. Children develop the skills they need for their move on to school.

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

• Leaders and managers are passionate about providing children with the best possible start in life. They plan an ambitious curriculum that puts children's learning and development at the heart of the nursery. Children build on what they know and can do, through well thought out learning experiences. Staff use children's interests to plan activities to support their next steps. All children make good progress.
• Staff teach children about hygiene practices and how to keep themselves healthy. They encourage children to wipe their faces after eating. The chef prepares a wide range of healthy foods. Staff talk to children about foods that are good for them. For example, they talk about how milk makes their bones strong and the benefits of eating vegetables. Children tell their friends, 'Cauliflower is healthy', as they try a range of vegetables.
• Support for children with special educational needs and/or disabilities (SEND) is good. Staff work with other agencies and parents to review and plan the next steps for children. Leaders and managers consider children's next steps when deciding how to use additional funding. Children's individual needs are met.
• Children develop their communication and language skills. Staff model key words and repeat these often as they play. When young children attempt to say the words, staff repeat the word using the correct pronunciation. They learn key words in a child's home language to support their understanding. Staff share books and sing with children throughout the day. Children snuggle with staff as they share a book together. Children enjoy looking at books independently.
• Staff ask opened ended questions and encourage children to think of solutions to their problems. However, sometimes staff repeat the question or ask another one too quickly. This means children do not always have enough time to think about, and respond with an answer, before staff ask more questions.
• All children hear mathematical language throughout the nursery. Staff are skilled in introducing number and mathematical concepts into children's play. For example, staff use every opportunity to count with children. They use their fingers to represent the numbers. Young children attempt to count objects. Staff use the language of size to describe objects when playing with children. Children use this language in their play as they comment, 'I found a big one', when they find a large leaf.
• The nursery is very much a part of the local community. Leaders and managers plan opportunities for children to experience a wide range of activities and experiences. Children go out in the community to visit a local care home. They go to the shop and buy flowers to share with the community on 'World Smile Day'. Children develop a sense of community and pride in helping others.
• Staff are friendly and approachable. They build positive relationships with families. They share information with parents through an online app, parent meetings and daily handovers. Staff inform parents about their child's learning and development. Parents are well informed about their child's day.
• Leaders and managers prioritise staff wellbeing. Staff are supported in their roles. Effective supervisions support staff's ongoing development. Leaders and managers ensure staff are confident in their roles and responsibilities. They do this through regular training, staff meetings and quizzes to evaluate staff's knowledge and understanding. Staff are knowledgeable and understand their roles and responsibilities.

What the setting must and should do next

The provider should:

• support staff to develop their teaching skills so that they consistently give children time to think and respond when asking questions.