Oakdale Children's Nursery

What is it like to attend this early years setting?

Children arrive happily at the setting. Although, since COVID-19, parents no longer enter the rooms, children separate from them well on arrival. Staff warmly welcome them into the setting, demonstrating their strong bonds with the children. Staff are responsive to children's needs, which helps children to feel valued, secure and ready to learn.

Staff plan a range of activities that broaden children's experiences of the world around them. For example, babies fully engage in a sensory play activity, exploring a variety of farm animal toys. As they touch and manipulate the animals, staff encourage them to repeat animal sounds, supporting their developing language skills. In the new sensory garden, children grow fruit and vegetables and hunt for bugs. Children enjoy weekly visits to the local community centre. These experiences build on children's existing knowledge, ensuring that all children make good progress.

Children display positive attitudes towards their learning. They are sociable and confident to discuss their favourite activities. Staff set clear boundaries and children behave very well. They are taught how to share and reminded to use their 'listening ears' during story time. Staff support children to understand their emotions, creating an environment where children are confident to express themselves.

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

• The setting is committed to giving children the best start. Leaders have introduced a new curriculum, which clearly sets out what children should learn and builds upon their prior knowledge. All children make good progress from their starting points.
• Children and babies have opportunities for physical exercise in their separate outdoor areas. Since the last inspection, the setting has improved its outdoor space by introducing a sensory garden, which expands the experiences for the children. However, the setting's curriculum is not implemented as effectively in the outdoors. For example, there are fewer opportunities for mathematics or literacy. As a result, some children do not fully benefit from the outdoor experiences as much as they do from the indoor activities.
• Staff plan a range of activities that support children's communication and language development. For example, they sing songs, share stories and use specific books to support children to form sounds. This helps children's growing vocabulary.
• Staff support children's understanding of similarities and differences. They encourage children to notice what is unique about themselves and plan activities for children to explore this further and celebrate their differences. For example, children use a range of resources to replicate their different hairstyles. This supports children to feel valued.
• Parents speak positively about the nursery and describe the staff as an extended family. Staff work closely with children's parents to get to know children's individual needs and experiences so that they can provide the right support for the children. The setting has strong links within the local community to provide services, including a food bank for parents to use if needed. This creates a trusting relationship between parents and staff.
• Those with responsibility for the special educational needs and/or disabilities (SEND) provision at the setting work closely with parents, professionals and staff to ensure that effective support for children with SEND is in place. Staff are supported well to implement strategies to help children make progress. The setting ensures that additional funding is allocated to meet the needs of children. Parents speak highly of the care and support that they are given. Children with SEND make good progress from their starting points.
• Staff promote healthy lifestyles. They provide children with healthy snacks and meals, and they encourage children to eat their fruit and drink water. Children serve and feed themselves independently. Staff promote independence and hygiene skills, encouraging children to take responsibility for their personal care. This means that children learn to look after their bodies and tend to their own needs from an early age.
• The setting has implemented a robust and ongoing self-evaluation process that provides a clear view of the nursery's strengths and areas for development. Leaders prioritise regular staff supervisions and professional development opportunities. This ensures that staff feel supported, their well-being is prioritised and their practice continues to improve over time.

What the setting must and should do next

The provider should:

• strengthen the implementation of the curriculum in the outdoors.