Parsons Walk Nursery

What is it like to attend this early years setting?

Children attending this 'family-orientated' nursery are happy and ready to learn. They are greeted with a warm smile, and parents are encouraged to stay and share information about their children's needs. This helps staff to plan engaging activities based on children's interests, such as card making, dinosaurs and small-world play. Children's curiosity and motivation during self-chosen play are high. For example, young children excitedly shout 'go go' as they watch cars roll, while older children mix food colouring with enthusiasm. Staff skilfully support children with special educational needs and/or disabilities (SEND), allowing them to settle and explore at their own pace. This child-centred approach helps children to feel safe and secure. All children make good progress from their starting points.

Staff are positive role models who prioritise children's emotional well-being. For instance, they introduce children to mental health awareness events, such as well-being week, where children and staff relax in their pyjamas. Toddlers enjoy foot massages and parents receive special gifts. This helps children to care for one another and understand their feelings. Staff encourage turn-taking from a young age. This helps children to behave well and show kindness towards others. Staff offer lots of praise and encouragement. In turn, children clap for themselves and jump with delight as they celebrate their own achievements. This boosts children's confidence and prepares them for the next stage of their education.

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

• The nursery has recently welcomed several new staff, who have benefited from a thorough induction. This is particularly evident in their deep understanding of the curriculum. Staff are motivated to provide the best possible start to all children. However, arrangements for supervision, training and coaching opportunities for those with management responsibilities in maintaining the good-quality provision for children are still in their infancy.
• Staff are skilled at following children's interests when planning the resources each day. For example, a recent visit to the market sparked interest in cars, so staff arranged a selection of car-related activities to capture the children's imagination. Children know they can express their thoughts and opinions, knowing they will be listened to.
• A love of books, stories and songs is actively promoted. Young children snuggle on adult laps, engrossed in nursery rhymes and storytelling. Older children vote for the book they want to hear. They giggle with excitement as they learn new vocabulary from stories like 'A Squash and a Squeeze'. This supports their language development and early reading skills.
• Children eagerly explore the nursery garden. They enjoy risky play, balancing across wooden logs and riding down ramps, while staff teach them the skills for how to do so safely. This helps children to develop coordination, confidence and an awareness of how to manage risks.
• Partnerships with parents are strong. Staff actively communicate with families to understand what children already know and can do. They quickly identify any gaps in learning and work closely with external professionals to ensure children get the support they need. Consequently, all children, including those with SEND, make good progress on their individual learning journeys.
• Since the last inspection, leaders and staff have worked hard to promote children's health and well-being. For example, children wash their hands before eating healthy snacks and after they wipe their nose. Staff share information with parents about the importance of nutrition. However, leaders recognise there is more work to do in this area to make sure that, in partnership with parents, children develop a deeper understanding of the importance of eating a healthy packed lunch.
• Children are highly respected and valued by staff. Staff offer positive praise and encouragement. For example, staff and children celebrate 'wow moments' for achieving something new, such as sitting at the table for the first time, toilet training or speaking to visitors. This helps children to develop a positive attitude to learning.
• Staff provide plenty of opportunities for children to develop independence and help others. For example, at mealtimes, they serve themselves, clear away and scrape their plates. Young children proudly make pink play dough for their friends. These experiences help children develop important life skills, preparing them for their future learning and social interactions.

What the setting must and should do next

The provider should:

• strengthen the arrangements for providing coaching, training and support for those with management responsibilities to help sustain and maintain the improvements across the provision
• implement clear, consistent messages regarding healthy eating that support children and parents to make healthy choices in relation to food.