Old Crofts Bank Nursery School

What is it like to attend this early years setting?

Children happily enter this warm and welcoming nursery. They are pleased to see their friends and are quickly absorbed into their play. Children are extremely well behaved. They are kind and polite to staff and their friends. This is because staff are positive role models, who treat the children with respect. Children are inquisitive and have a thirst for learning. They show curiosity as they explore the good range of activities on offer. Babies thoroughly enjoy sitting with staff as they explore books. Older children sit beside their friends to read together. They learn that books are for gathering information, as well as for telling stories. Pre-school children are keen to search for insects in the garden. Children are then challenged by staff to relate what they find to an earlier story.

Children are safe here because staff build positive relationships with them. Babies go to staff for comfort when they feel unsettled. Children learn to be independent from an early age. Older children see to their own toileting needs and help to set the table for lunch. This independence helps them prepare for the next stage of their learning. Children enjoy spending time with their friends. They work collaboratively to build the train track, providing guidance on the design to their friends.

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

• The manager is key to ensuring that children receive a carefully balanced and sequenced curriculum. This enables children to make progress. However, on a small number of occasions when rooms come together, staff do not always consider the impact this has on ensuring all children's needs are met. This means that children's learning is interrupted, and for some children, their learning needs are not fully met.
• Effective management systems are in place. This mean that staff get the right training and support to fulfil their roles. The recent staffing changes are working well, and the teams are bonding. The refurbished pre-school room provides new and exciting learning opportunities. For example, the introduction of reclaimed and vintage resources has sparked children's curiosity and investigative skills.
• Children's behaviour is exemplary. They say 'please', 'thank you' and 'excuse me' at appropriate times. They are sensitive to the needs of their friends. For example, they move aside so that children with special educational needs and/or disabilities (SEND) can gain better access to activities. Children know what they have to do when the alarm sounds. Ultimately, children have high levels of respect for others and have a clear understanding of why rules are in place.
• Children love to hear and use new words. Younger children attempt to say the word 'hippo'. Older children talk enthusiastically about and name various insects, such as dragonflies and stag beetles. This provides a solid foundation for future learning, as children become confident communicators. However, on a small number of occasions, staff do not give children sufficient time to respond. This creates stilted conversations. Sometimes, staff working with younger children do not model the correct pronunciation of words. This hinders children's communication and language skills.
• Children learn about good health and hygiene. They understand the importance of washing their hands after going to the bathroom and before meals. Children explained that they need to wear sun cream to protect them from the sun, as 'it is hot today'. This helps children to stay fit and well.
• Children enjoy outdoor learning. They develop good coordination and balance as they negotiate balance beams and a trim trail. Babies gain confidence to crawl and pull themselves up on furniture. Consequently, they develop the strength and muscles to walk unaided.
• Children develop an understanding of early mathematical concepts. They have lots of opportunities to count and recognise shapes and numerals. Furthermore, they learn about positional language as they complete yoga movements.
• Support for children with SEND is carefully considered. Staff make reasonable adjustments to the environment to ensure that all children have equal access to activities. Staff work closely with parents and professionals to ensure children get the right support. As such, children reach their full potential.
• Staff build positive relationships with parents. Parents are complimentary about the care and support their children receive. They comment that staff are kind and caring and provide lots of interesting activities.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of how to consistently support children's communication and language development through high-quality interactions
• plan ways to ensure the specific learning needs of the youngest children continue to be met when in larger groups.