Oak Cottage Nursery

What is it like to attend this early years setting?

Children play joyfully with their friends. They receive a kind welcome from staff as they arrive. Children quickly get involved with the different activities that are arranged for them. For example, they begin exploring soil in trays and look at insects with magnifying glasses. Relationships between staff and babies are sensitive and meaningful. When children are still settling in, staff offer cuddles and sing to reassure them. Children feel safe and secure.

Positive behaviour is promoted by staff. Children learn about values and rules through conversations. For example, they confidently explain that during story time, they should do 'good sitting' and 'good listening'. Children receive information that increases their understanding of what is expected of them.

Children benefit from a curriculum that prepares them for their future learning. Staff provide children with a wide range of materials to develop their writing and drawing skills. For example, they use chalk outside when they draw around staff and their friends, and use pencils to make shopping lists when they play imaginatively. Children are engaged and motivated in their exciting learning environment.

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

• Leaders have implemented successful improvements since their last inspection. For example, staff discuss children's learning with confidence and know their key-children's interests and abilities well. Staff work together to make sure they are consistently aware of each child's stage of development. Through these effective key-person arrangements, children are supported to make good progress.
• Staff support babies to develop their language skills. They provide them with plenty of opportunities to engage in songs and rhymes. Staff use familiar tunes and provide clear words. Babies join in enthusiastically and excitedly anticipate the next song. Staff knowledgeably promote babies developing communication skills.
• Children are immersed in exciting stories throughout the nursery. Staff use frequent opportunities to sit and engage children in a range of different books. Children listen attentively as staff use different voices to inspire their imaginations. Leaders also provide books for children to take home to share with their families. Children's love of reading is fully promoted.
• Leaders have high expectations for the skills they want children to learn. For example, they plan for older children to learn to manage their own hygiene needs in preparation for school. However, at times, some staff complete simple tasks for older children, such as hanging their coats and washing their hands.
• This means that, at times, independence skills are not consistently increased as intended by leaders.
• Children with special educational needs and/or disabilities receive effective support. Leaders put measures in place to ensure that all staff have a good understanding of the needs for each child. Staff also liaise with professionals, such as auditory and speech therapists, to put collaborative plans in place. This supports children to achieve the best outcomes.
• Overall, staff understand the importance of promoting a focus on learning. For example, they create structured plans to ensure that children enjoy activities that have been prepared to increase their skills. However, at times, staff's interactions with children are disrupted by routines, and children do not always finish activities. Consequently, children become less engaged with what they were doing. This means that, occasionally, children's attitudes to learning are not consistently promoted by staff.
• Staff speak highly of the training and support they receive. Leaders provide meaningful supervision sessions. During these, staff discuss any potential work pressures or future training they would like to do. For example, staff engage in training to increase their understanding of implementing information about food and good health in the curriculum. Staff receive effective opportunities to enhance their professional development. This continually raises the standard of teaching for children.
• Parents explain their delight in the staff at the nursery. They feel informed about activities and receive frequent communication about how their children are progressing. Staff provide parents with further information about learning activities to try at home. Parent partnerships are effective in promoting a shared approach to children's learning.

What the setting must and should do next

The provider should:

• support staff to fully implement the curriculum for developing and extending children's independence skills
• manage routines to reduce disruptions to children's focus and learning during interactions with staff.