Piplings Nursery

What is it like to attend this early years setting?

Children are happy and settled at this welcoming nursery. They benefit from a wide range of learning opportunities that enable them to make good progress in their development. The recent introduction of forest school in the ample outdoor area allows children to explore, investigate and develop their natural curiosity. Older children enthusiastically make 'volcanoes' as they experiment mixing substances together. They excitedly notice differences and talk about 'eruptions' and 'reactions'. Staff are skilled at introducing new concepts and ask thought-provoking questions to support children's interest in the wider world.

Younger children show they are emotionally secure. Nurturing staff develop close bonds, and key persons know the children well. Toddlers are keen to explore sensory activities, such as exploring dried pasta and dough. They show well-developed fine motor skills as they skilfully put small hoops onto dried spaghetti sticks. They know not to apply too much pressure so that the spaghetti does not snap. Babies enjoy outdoor music sessions. They excitedly shake tambourines and join in familiar actions when singing the song about sleeping bunnies. The rhyme and repetition of familiar songs supports children's language development.

Children behave well as they are familiar with the routines and expectations. They learn to manage their feelings and take turns. Even the youngest children learn to care for the environment. When staff sing the tidy-up song, babies quickly respond by helping to put the toy bricks in the basket. They beam with pride when they receive praise from staff.

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

• The staffing arrangements are now more consistent. Staff say they enjoy their work and feel valued and supported. The new manager is enthusiastic and very knowledgeable about early education. She has made several positive changes, including a sharper focus on good-quality learning experiences. This supports children to make secure progress in their development.
• The manager uses evaluation well to identify areas for improvement and to address training needs. Recent in-the-moment training has helped staff to develop their observational skills and respond more effectively to children's interests. Current priorities include developing the outdoor cabin to support children's outdoor learning experiences even further.
• All children benefit from being physically active. They develop confidence as they ride on wheeled toys and expertly balance on crates. Older children explore movement as they participate in yoga sessions. They stretch out their bodies in various positions and develop strength and flexibility. Children are excited to show their peers when they have achieved the 'bridge' position and laugh when they become 'wobbly'.
• Children use a good range of vocabulary as they play. Staff expand children's language and communication skills further by asking opened-ended questions, which supports children to express their ideas. However, staff do not consistently promote the use of the home languages of children who speak English as an additional language during their play and learning, to help them develop further.
• Children are sociable and form friendships. Older children can work as part of a group and listen to others. They develop the confidence and skills they need for their eventual move to school. Younger children learn how to take turns. During role play, babies are encouraged to make 'tea' for their friends and giggle as they offer cups to their peers.
• Parents are happy with the care provided to their children. They say their children enjoy attending the nursery and have made good progress in their learning. Parents particularly like the stimulating outdoor learning area and the daily updates and photos that they receive.
• Overall, risk assessments are used effectively to support children's safety and security. Staff supervise children well, including during transitional times. However, some hazards, such as trailing leads, have not been identified as a potential risk.

What the setting must and should do next

The provider should:

• develop systems to further support children who speak English as an additional language during their play and learning so that they make even better progress
• strengthen risk assessment arrangements to ensure that any potential hazards are swiftly identified to help keep children safe, with particular regard to trailing leads in areas used by children.