Parkhead Cottage Nursery

What is it like to attend this early years setting?

Children arrive happy and enjoy coming to the nursery. They are greeted by cheerful and affectionate staff and develop a sense of belonging. Children settle well with this caring staff team. They are safe, polite and sociable. Children greet each other as they arrive. Staff know children well and work closely as a team. As a result, children's transitions are smooth. Children are confident, comfortable, playful and know staff well.

Staff sit among children and use techniques they have learned in training to include all children at circle time. Staff focus on children's language and communication as they repeat actions, rhymes and songs. Children gleefully follow and anticipate what comes next. Staff skilfully encourage all children to join in so that even the youngest children are engaged in group activities.

Children spend time outside each day. Staff sit with small groups of children. They narrate and children speak with confidence. Staff recognise differences and support children of all abilities as they challenge themselves to climb and jump. Children make regular visits to local parks, woodland, the library and care home. Children learn about road safety, the natural world and people who live in the community. Staff maintain a high ratio during outings so that children are safe and supported.

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

• The special educational needs and/or disabilities coordinator is very thorough. She supports staff to observe and assess children's progress so that every child has the opportunity to make progress and achieve their potential.
• Staff place a focus in the curriculum on helping children to develop their independence. They create plans and a routine so that children know what is happening now and next. Staff adapt activities to include all children. For example, they make a treasure basket of resources for babies and use sign language and picture cards to promote children's language and understanding. Staff adapt routines and create quieter areas where some children can play independently.
• Staff sit among toddlers as they play and explore. Children are mostly engaged. However, on a few occasions staff do not involve all children and some younger children wander and are not engaged in interactions or learning opportunities.
• Staff present group activities with high energy and enjoyment. Staff have high expectations of children. As a result, children are enthusiastic and confident as they extend their skills and knowledge. For example, children take turns to mash bananas and add ingredients to make oat cereal bars.
• Staff encourage children to take part in planned creative activities. Children learn to take turns and receive lots of specific praise from staff as they mix and paint.
• However, staff sometimes clear messy activities away before children have had the opportunity to extend their own learning by exploring the materials and using their own ideas.
• Parents speak glowingly of the care their children receive. They appreciate that the nursery is calm and their children are always happy to attend. Parents say that the managers have created a 'culture of care' and that there is a great connection between the parents and staff. They comment that their children have made good progress, especially in their language and communication.
• Leaders create risk assessments, take professional advice and source training so that staff can support the individual needs of children. Staff know children well and work together as a team. They are enthusiastic and say that they enjoy their work and that they feel valued and supported.
• The provider has failed to notify Ofsted of significant events. The provider acknowledges this was an oversight and they are now aware of their duty to notify Ofsted in the future.

What the setting must and should do next

The provider should:

• explore ways to challenge and engage younger children at all times, particularly during their play, so that all children remain meaningfully occupied in their learning
• extend children's learning further, such as, by offering children opportunities to return to activities to practise and experiment using their own ideas.