Orchard Lea Nursery Keynsham

What is it like to attend this early years setting?

Children settle quickly as a familiar member of staff greets them on arrival. Children are eager to join in with the activities available and they play with staff and their friends. Children show confidence as they choose the toys they want to play with.

Children form strong relationships with their key person. Their behaviour is good. Children are kind to each other and share and take turns well. Staff manage any minor disagreements swiftly and positively. They praise children for their efforts and achievements.

Management plans an ambitious curriculum for the children. Activities strongly reflect children's interests and what staff know that children need to learn next. All children make good progress in all areas of learning. Children across the setting listen well to stories. The older children are confident to talk about the illustrations in books and about the stories they like. Parents speak highly of the setting. They are very happy with their children's progress. They comment that the staff know their children well.

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

• Leaders have considered the possible impact of the COVID-19 pandemic on children's well-being. They have adapted the curriculum well to focus on children's personal, social and emotional development. This has had a positive impact on the children, who show high levels of confidence and self-esteem.
• Leaders and staff are passionate about the continual development of the nursery. They are motivated to achieve the best possible outcomes for all children. Leaders are proactive in providing support and coaching to staff. This helps to ensure that staff understand their roles and responsibilities well.
• Staff plan exciting activities for children across the setting. However, they are not always clear what they want children to learn from them. Children's learning is not always extended as well as it could be.
• Staff support children's developing language well. Children show good communication skills. Younger children use sounds and gestures to make their meaning clear to others. Older children use sentences to make themselves heard and understood. Staff talk to children throughout the day. They listen to what they have to say and introduce new vocabulary during play.
• Staff support children with special educational needs and/or disabilities effectively. Staff quickly identify children who need more help. They put effective strategies in place to support children's learning and development. The team works in close partnership with parents and outside agencies. Staff use any additional funding well to support children's individual needs.
• Children in the baby room are very well supported by the attentive staff team. Staff give them cuddles and reassurance whenever needed. They give close support at mealtimes and talk to the younger children gently during nappy changing and sleep times. Staff carefully consider children's transition when the time comes for them to move to another classroom. Opportunities for children to visit the new room with their key person and parents help them to settle quickly.
• Children enjoy playing outdoors. However, opportunities for them to be in the fresh air are limited to short set times. Staff do not make the best use of the garden so that children benefit from wider and more consistent learning opportunities outside each day.
• Staff support children well for their eventual move to school. Children are beginning to become independent in their personal care. They learn shapes, numbers and counting. To support children's early writing skills, staff provide plenty of opportunities for children to make marks, an activity that children enjoy.

What the setting must and should do next

The provider should:

• build on staff's knowledge of the curriculum and how to deliver it so they are clear about what skills and knowledge they want children to gain from all experiences
• review the organisation and use of the learning environments to make the most of the outdoor space.