Pagoda Nursery

What is it like to attend this early years setting?

Staff warmly welcome children and families into the nursery and as a result, children demonstrate that they are extremely happy and settled. Children regularly check in with staff during the day. They sit close and feel a sense of security and belonging. Staff know about children's home lives and talk to them about their families, enhancing their sense of belonging. Children thrive in this inclusive nursery. They form positive relationships with the friendly and nurturing staff. Children are motivated by the praise and encouragement they receive from staff. Children are respectful of each other and display positive behaviours.

Staff have a clear ambition for all children to succeed, including those with special educational needs and/or disabilities (SEND). They provide children with a wealth of stimulating and motivating activities and experiences. For example, staff help children to think critically and consider how to carefully add items into a basket to balance the weighing scales. Children develop positive attitudes to learning and take part in purposeful play. They confidently choose what they want to play with and readily lead their own learning. Children are enthusiastic and eager learners. They make good progress from their individual starting points.

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

• Leaders work with staff to develop a curriculum that is skilfully adapted to reflect the needs of all children, including those with SEND. Staff follow children's interests to plan opportunities that build on their skills and knowledge. Arrangements to prepare children for school are excellent. Nursery staff collaborate with school staff effectively to find out what children need to know and learn before starting school. This is reflected in the nursery curriculum. As a result, children are well prepared for the next stage of their education.
• Staff act promptly when they have concerns about children's development. They develop effective partnerships with parents and other professionals to ensure that appropriately targeted plans are in place. This helps to ensure that all children's needs are met and any gaps in learning are closed.
• Children enjoy group times as part of their daily routine. They sing about the days of the week, months of the year and the welcome song. Staff also provide focused learning groups to target their key children's individual development needs. For example, older children develop mathematical skills as they create colourful patterns with peg boards. This helps staff to positively build on children's learning.
• Children enjoy their time in the garden. They access a range of physical activities to develop their skills. Children form friendships as they pretend to sell ice creams from their ice cream cart. They giggle in delight as they choose their favourite topping and pretend to scoop and eat their ice cream. This helps to extend their physical and imaginative skills.
• Children learn to respect each other and the diverse community. For instance, they take part in a range of art and craft activities to help them learn about the different festivals throughout the year. They go on regular outings to support children's learning. For example, children have been on a visit to the zoo to support their understanding of different animals. Opportunities such as these enhance children's understanding of the world in which they live.
• Leaders provide a range of training opportunities for staff. For example, staff recently completed training to help further promote inclusive environments. Leaders work alongside staff each day. They make suggestions, in the moment, about what staff can do differently to support children's learning. That said, staff do not have clear and precise targets to help them understand how they can raise the quality of their teaching further.
• Staff work with parents to develop children's understanding of healthy lifestyles. Children enjoy a range of healthy snacks and are encouraged to sit together as they eat their packed lunches at lunchtime. On the whole, staff encourage children to be independent during lunchtime routines. However, some children are unsure of what is expected of them. As a result, they lose focus and wander from the table. Some children become unsettled.

What the setting must and should do next

The provider should:

• provide all staff with the focused support they require in order to help enhance their teaching skills further
• strengthen the organisation of mealtime routines so that all children remain engaged and understand what is expected of them.