Nutkins Nursery

What is it like to attend this early years setting?

Children arrive happy and ready to learn at this warm and friendly setting. As they arrive, children are greeted by their key person. Children are encouraged to find their photographs and post them in a box, registering their arrival. This develops their sense of belonging. Children enjoy the range of activities that adults have carefully planned for them. They quickly become engaged in their play. For example, they explore and investigate the dough table and the activity tray with animals.

Children fully immerse themselves in role play in the well-resourced home corner. They take on familiar roles and care for babies and cook dinner in the kitchen. Children enjoy using their experiences and imagination to create stories in their play. For example, they take the babies to the park for a picnic.

Children enjoy listening to stories and songs. At times they look at books independently. Children listen attentively to adults as they read stories to them. They enjoy being physically active, including taking part in 'dough disco'. Children mould play dough and perform different actions such as squeezing, rolling and stretching it in time to the music. They demonstrate that they feel safe in the setting and generally behave well.

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

• The manager has created an effective curriculum that is clearly understood by all staff. Children are making substantial progress across the seven areas of learning. They engage in a range of interesting and enjoyable activities that support their interests.
• Children are developing good use of communication and language. They enjoy listening to familiar stories with adults. For example, they delight in a story about a kitchen disco and sing along to the words. Adults engage in meaningful conversations with children throughout the day. As a result, children are broadening their vocabulary and learning about the rules of conversation. Children recognise a range of letter sounds and are beginning to write their names with confidence.
• Mathematical concepts are being developed. Adults weave this throughout the curriculum. For example, during circle time, children count their friends and the number of words that begin with the letter 'J'. Children recognise a range of colours and shapes and apply this knowledge to their play. For example, they mix colours together at the paint table and match different-coloured blocks.
• Children are learning about the wider world. They explore topics about animals and learn about their habitats. Animals frozen into ice provide a challenge for children. They use spoons to scrape and bang the ice. However, adults do not always support children effectively to extend their thinking and problem-solving skills.
• Behaviour across the setting is good. Occasionally, low level disputes occur. Adults allow children time to resolve these conflicts before stepping in. Children are developing the ability to work through problems together. Adults respond warmly to children who are upset. However, children sometimes struggle to manage their emotions and the ability to express how they feel.
• Children with special educational needs and/or disabilities (SEND) make timely progress. They receive effective and targeted support that identifies their key targets. The special educational needs and/or disabilities coordinator (SENDCo) works with a range of professionals to secure ongoing support for children.
• Parents share their positive comments about the setting. They praise staff for helping their children to settle so well. Parents are happy with the progress their children are making. They appreciate the detailed journals that are sent home.
• The manager supports children's oral health well. For example, she has recently introduced toothbrushing in the setting. Children are supported to develop healthy lifestyles. They enjoy healthy snacks and drinks. Children access fresh air daily and take part in rigorous physical activity.
• Leaders recognise the importance of self-evaluation. They use feedback effectively to identify areas for improvement. Continuous professional development supports staff in their roles. They access a range of courses to build on their knowledge and continually improve the quality of teaching.

What the setting must and should do next

The provider should:

• develop the quality of teaching to extend children's critical-thinking and problem-solving skills across a wider range of experiences
• support children's emotional development in order to help them express their feelings and emotions effectively.