Once Upon A Time Nursery

What is it like to attend this early years setting?

All children are happy and busy in this very friendly and well-run nursery. They make good progress overall in all aspects of their learning through the carefully planned and engaging curriculum. Babies and children build systematically on their earlier learning as they progress through nursery. For example, staff support babies to become familiar with different sensory experiences as they handle soil in their planting activities or squeeze their home-made play dough. Older children build on their physical manipulation skills, such as by creating intricate collage designs or using different brushes, pens and crayons in their animal pictures.

Children are safe and secure. They learn to increasingly recognise and control their own risks as they play. For example, children know how to safely manage the large and exciting climbing, crawling and sliding structures in the well-developed outdoor areas. Staff have high expectations for all aspects of children's play and behaviour. Children follow instructions well and learn to use 'kind words' and 'little voices' as they play. Staff build close relationships with children and their parents through regular communication, which contributes to children's growing confidence and independence.

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

• Staff plan a systematic and enriching curriculum. It is based on observations of children's development, their interests and themes to broaden their experiences, such as animals and changing seasons. However, occasionally, staff do not match teaching precisely enough to children's abilities in order to fully enhance their learning and support them. For example, at times, they introduce children to skills, such as letter recognition, that children are not yet ready for, and staff do not consistently ask effective questions or develop children's learning further as they play.
• Staff provide careful support to children with special educational needs and/or disabilities (SEND) and those who may be vulnerable and need further support. They identify delays in children's development at an early stage and set clear targets to help address them. Staff work very closely with the children's parents, carers and other professionals, such as speech and language therapists. They use additional funding well to support children's immediate and longer-term needs.
• Staff develop children's speaking and listening skills well. They use a wide range of strategies such as listening and repeating what babies say and giving running commentaries to extend their sentences and vocabulary as their language skills progress. Staff make good use of songs and rhymes, which they share with parents through stay-and-play sessions, that help to make children's language learning memorable.
• Staff place books and the written word at the heart of much of children's learning. They introduce children to a core of fiction and non-fiction books that support children's language skills and develop their knowledge of the world. For instance, babies love to feel the textures and lift flaps in their favourite books as they follow the stories. Older children learn to develop their imaginations as they move through 'squishy, squashy grass' in their role play based on a favourite story or plant seeds inspired by a traditional tale.
• Leaders are ambitious for the progress of every child. They establish a clear vision and sense of purpose that is shared by staff and children's parents. Leaders support staff through robust induction procedures and ongoing training opportunities, such as early language skills development, to help children to reach their potential. Staff morale is high.
• Staff strongly support children to feel good about themselves and become increasingly self-aware. Children take pride in their achievements and learn to care for themselves and be considerate towards others. Staff are consistently mindful of children's immediate personal and emotional needs. For example, they use smiles, praise and cuddles to reassure them and build relationships.
• Staff place a high value on the working relationship with parents. Parents strongly recommend the nursery. Staff make good use of information from parents to develop routines for babies and young children and to build learning on their interests. Parents, including those with children with SEND, welcome the guidance and support they receive to contribute to their children's learning at home.

What the setting must and should do next

The provider should:

• focus staff's professional development on ensuring teaching and learning are closely matched to children's abilities and experiences and evaluate the impact on their progress.