Osborne House Community Nursery

What is it like to attend this early years setting?

Children are excited to come to the nursery. They arrive happy and eager to play. Staff show interest, ask effective questions and listen to children. As a result, children feel valued and thrive in the nursery. They make excellent progress from their starting points in development.

Staff focus on the prime areas of learning, including supporting children's independence, language and physical skills. Staff introduce yoga stories that enthuse children as they move, learn and explain. Children are playful, listen and take turns to make choices that shape the story. Staff listen to children's suggestions as they pretend to be animals. Children excitedly experiment with new vocabulary, such as 'ginormous.'

Younger children share a 'hello' song. Staff pace the singing well so that children can follow and learn each other's names. Even very young children joyfully join in with the actions and singing. Staff explain things to children so that they understand. Staff are affectionate, and give children time and encourage them to use language. Staff introduce sign language to children. As a result, children use signs to support their emerging language. Children remember that they have been pretending to 'catch sharks'. Staff skilfully introduce mathematics as they ask children to show one finger.

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

• Children enjoy a variety of group sessions and stories. Staff read clearly and explain details. For example, children learn that the illustrator draws the pictures and the author writes the story. Staff are confident and playful as they read key stories. Children recognise characters in the story and join in with familiar phrases. However, on a few occasions, staff do not organise group times to keep all children engaged in their learning. As a result, children become unsettled and distracted.
• Staff promote diversity, inclusion and equality through working closely with families. Staff find out about children's families, home lives and experiences so that they can support children as individuals. Children share greetings in their home languages and teach staff and children the correct pronunciation. Staff provide resources that represent people from different ethnicities and families. They explore different cultural, seasonal and religious festivals with children.
• Staff know children well and develop close partnerships with parents and carers. They work closely with other providers and professionals to develop individual learning plans for children with special educational needs and/or disabilities.
• Staff create a calm and stimulating environment. They recognise children's interests, preferences and needs. Staff create opportunities so that all children can settle and be at ease. They sit among children to support their play and adapt activities so that all children are included. Staff guide children's behaviour with gentle reminders, such as 'remember to be kind.' They teach children to take turns and give them clear explanations to help them to understand their expectations.
• Staff and leaders work as a close team. They support children's transitions extremely well. Children have settling-in visits when they start and as they move between rooms. In addition, children spend time with older children. They become familiar with larger play spaces and build friendships with older children.
• Children enjoy time outside. They plant seeds and have space and time to return to activities and explore. Children use garden tools and watering cans as they learn about growing plants and vegetables. They are engaged in conversations and their play. Staff are deployed among children as children play. They are knowledgeable and understand the value of the activities they offer.
• Children sit together to share healthy meals and snacks. Children develop social skills and independence, such as as they serve themselves, pour drinks and learn to clear their plates. Staff sit at younger children's level and support them as they learn to feed themselves.
• Parents say that they are very impressed with the quality of care their children receive. They comment that the key-person system is strong and that staff put support plans in place to support their children's individual needs. Parents report that staff share information in daily conversations, on an app and at parents' evenings. They say that their children are flourishing in the nursery.
• Staff say that they enjoy their work. They say that they feel valued and supported. Staff are pleased that they can undertake training to support their interests and professional development.

What the setting must and should do next

The provider should:

• review the organisation of group times to reduce distractions and to engage all children in their learning.