Pennies Mark Cross

What is it like to attend this early years setting?

Children benefit from a challenging curriculum that is planned to reflect their individual interests. The well-targeted and consistent methods used to promote language help children develop into confident speakers as they move through the nursery. All children, including those with special educational needs and/or disabilities (SEND), love to spend time outside. Staff skilfully organise outdoor areas to encourage all children to explore and discover. The youngest children develop their strength and coordination, using the purposefully positioned furniture and wall bars to pull themselves up and learn to walk. Older children display control of their bodies as they run, climb and dig.

Children of all ages are enthusiastic and motivated learners. They respond very positively to the caring interaction of staff. Children behave well and gain very good social skills. Babies develop a sense of security as they form attachments to their trusted key person. Older children create strong friendships and learn to work very cooperatively to devise elaborate role-play games. Older children also display an impressive understanding of the rules of games, such as 'Duck, duck, goose'. They show a mature awareness of the feelings of others, as they purposely choose children who have yet to have a turn. These skills combine to prepare children well for their future experiences in education.

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

• The leadership of the nursery and out-of-school provision is very effective. The manager values the support she receives from senior leaders. The staff team benefit from a strong focus the manager places on promoting their well-being. She provides guidance, mentoring and training to ensure that staff skills and knowledge continually develop. All staff work well together, and communication is highly effective. This helps to ensure that children's evolving individual needs are understood by all those caring for them. Children who attend the holiday provision are excited to discuss the activities that they have enjoyed.
• Staff set precise and appropriate short-term goals for each child, and parents are included well in this process. All staff know how to support children to reach these goals. They do this through planning activities based on each child's interests, and through their interactions when children are enjoying freely chosen play. There are occasions when group activities are not organised quite as effectively as possible. Some staff do not fully consider practical issues, such as where to position themselves and children so that everyone can be fully engaged. However, overall, teaching is strong in all rooms.
• The manager and staff are united in their aim to promote children's independence and to help them to flourish as unique individuals. All children are treated with respect, and their views and opinions are fully considered. Children are confident to use the knowledge they have gained over time to work things out. For example, older children apply their understanding of shape, size and weight, as they construct seats and tables for their teddy bears using large foam bricks. Very young children independently fill and use watering cans to water plants and trees in the garden.
• There are good arrangements to promote children's creativity. In addition to the very popular role-play games, children engage in a lot of art and craft activities. Staff support this well. For example, they have recently bought small pots of paint, so that children are able to pour these to mix colours.
• The needs of children with SEND are fully understood and their care and learning is coordinated well. Staff work with parents and relevant professionals to devise and implement individualised plans, aimed at helping children to reach their full potential.
• Children's health is promoted well. Each child's individual dietary requirements are included in the nutritious menus. Food is prepared on site and staff follow appropriate food hygiene arrangements. Children receive the support they need to become independent in their toileting and self-care.
• Staff provide a range of activities that help children to learn about diversity. For example, staff plan experiences to mark a selection of festivals, particularly those that have relevance to children attending. However, overall, the focus on helping children to learn about the lives and experiences of people outside of their own experience is less ambitious than other areas of learning.
• Partnerships with parents are strong and effective. Information sharing is good, and parents receive a lot of support to extend their children's learning at home.

What the setting must and should do next

The provider should:

• support staff to more fully consider the organisation of planned and spontaneous group activities to involve all those taking part as fully as possible
• enhance the opportunities for children to develop a broad knowledge and understanding of the lives and experiences of other people in their community and the wider world.