Pangbourne Day Nursery

What is it like to attend this early years setting?

Children settle quickly in this warm, welcoming nursery. Staff establish clear routines and expectations, which helps children feel safe and secure. They support children's well-being, providing positive words of encouragement and comfort when needed. Children demonstrate confidence and security as they freely explore the environment.

Staff use children's interests to inform their activities, both indoors and outside. They provide a range of resources to help children develop their own creative ideas. For example, a child decorates a large box with paint and glitter, while another child uses her cutting skills to create a fence around it. Children are really engaged and motivated to learn.

Children develop good manners. In all rooms, staff encourage children to routinely say 'please' and 'thank you'. Children ask if they may leave the table once they have finished eating. They also demonstrate kindness towards each other. For example, when a child declares she does not have a train, another child kindly offers his. Staff sensitively support children to resolve any conflict themselves by modelling how they can respond. Children learn to respect each other and how to deal with conflict.

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

• The manager provides an ambitious curriculum that includes activities that enrich children's experiences. For instance, children show awe and wonder as they hold the chicks they have watched hatch from eggs. Police officers and the local dentist visit the nursery to teach children about the people who help us. However, when planning activities, staff do not always focus on children's next steps in learning, to help children consistently achieve the best possible outcomes.
• Staff use a range of strategies to support children's language skills. For instance, in the baby room, when children ask for help, staff model the words 'help me please' and the children repeat this. Children share new vocabulary that they have learned, such as the 'blurb' and 'spine' on books. Children develop good communication skills.
• Children adapt their mathematical knowledge through everyday activities and conversations with staff. Staff are observed encouraging children to count in songs, rhymes and even when putting cups out for drinks. The children calculate how many objects are left after some have been taken away when using props for songs. This helps children develop their problem-solving and thinking skills.
• Staff promote children's independence skills. Older children show their independence and perseverance as they put on and fasten their own coats. In the baby room, younger children independently take off their shoes for sleep time. Staff skilfully provide the right amount of support to help children build on what they can do.
• Staff build on children's curiosity and plan activities to learn about the natural world. Children explain the difference between tadpoles and frogs as they explore the life cycle of frogs. They are involved in planting seeds and explore how plants grow from beans. This helps to develop children's love and respect for nature.
• Partnerships with parents are positive. Parents speak highly of the provision and are confident that children are safe in their care. Staff update parents daily of children's progress. They share information with parents on how they can support children to be ready for school. Parents feel included in their children's learning, helping them to support children's development at home.
• Staff teach children about the importance of equality and diversity. In addition to staff providing resources that reflect life in modern day Britain, children also learn about different festivals and religious events. For instance, children create their own rangoli patterns and explore mehndi painting for Diwali. This helps children to explore similarities and differences in the world.
• The manager provides opportunities for staff training and support. For example, staff put into practice what they have learned on recent training about how to support children's language and thinking skills. This has had a positive impact on children's learning.

What the setting must and should do next

The provider should:

• support staff to plan more precisely around children's individual next steps in learning to further promote their progress.