Old Basing Village Nursery School (Beddington Centre)

What is it like to attend this early years setting?

Children arrive with enthusiasm, keen to start their day at this friendly, welcoming nursery. Leaders implement a robust key-person system. Settling-in sessions are tailored to the individual child. Key persons gather lots of information about children before they start. This helps children to build strong attachments with their key person. Routines are well embedded. Children happily follow the daily routines, such as sitting down with their friends to share a meal. This prepares them well for the transition to school.

Leaders work closely with staff to plan a curriculum that reflects children's individual needs and interests. They continually observe children and use the information to plan interesting learning experiences that help close the gaps in children's knowledge. Children benefit from trips in the local community, supporting them to learn more about the world around them. For instance, staff take them on regular trips to feed the ducks and visit the local park. Children take part in fund-raising activities, which provides them with first-hand experiences to learn about the needs of others.

Staff encourage children's positive attitudes to learning. They provide a wide range of opportunities for children to practise their developing physical skills. For example, children learn to gain control over their arms and hands as they confidently pour dried oats using different-sized spoons to fill containers. They show sustained concentration and perseverance trying hard not to spill the oats. Staff provide lots of praise and encouragement to children, supporting their confidence and self-esteem.

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

• Leaders and staff plan a bespoke curriculum that is individual for each child. The curriculum is well sequenced to ensure children learn skills in a particular order before moving on to their next stage of learning. Staff have a clear understanding of what it is they want children to learn in the nursery. However, the curriculum is not yet fully embedded. Occasionally, learning intentions are not effectively implemented by staff.
• Staff promote children's early mathematical awareness effectively. For instance, they introduce mathematical language, such as 'full', 'empty' and 'half full', as children measure flour when making play dough. Younger children copy staff as they use early numbers during play. For example, they are encouraged to count as they add the spoons of flour to their bowl. This helps to develop children's early mathematical skills.
• Staff support children in developing good language and communication skills. They use songs and rhymes to develop children's understanding of common words and language patterns. Staff use and introduce lots of new words that help children to build a wide vocabulary. For example, while children explore using play dough, staff use words such as 'flatten', 'press' and 'roll'.
• Leaders and staff have superb partnerships with parents. They communicate information with parents through verbal handovers and via an online application. Parents value the daily updates they receive and comment that this helps them to support continued learning at home.
• Leaders are highly reflective of the provision they provide and ensure that staff well-being is a priority. Staff express how they feel valued and enjoy working as part of the friendly and happy team. They explain that leaders provide them with plenty of professional development opportunities. For example, staff are able to access a wide range of online and in-house training.
• Staff promote children's independence well. They encourage children's self-care within their daily routines. For instance, children know they must wash their hands before eating. Babies are growing in confidence as they learn to use cutlery at mealtimes. Staff encourage children to keep trying. For example, they give toddlers plenty of time to put their boots on ready to play outside. This helps children to persevere and succeed.
• The nursery offers children nutritious meals and snacks provided by an external catering company. Robust strategies are in place to ensure children's dietary needs and allergies are well managed. For instance, a colour-coded placemat system is in place to help identify children with allergies.
• Staff and leaders know the children very well. They incorporate children's routines from home to help meet their individual needs. Staff are attentive and notice when children are tired and adjust the routines to support their well-being. Consequently, children settle quickly and demonstrate that they feel happy and safe in the nursery.
• Staff have high expectations for behaviour. They consistently give age-appropriate messages that help children know what is expected of them. For example, staff develop children's understanding of sharing and taking turns. Children behave well and display kindness to one another.

What the setting must and should do next

The provider should:

• support all staff to develop confidence in implementing the curriculum.