Pippas House Nursery

What is it like to attend this early years setting?

Children feel happy and secure in the nursery environment. They develop a good range of skills and attitudes, which provides a firm foundation for starting school. Staff frequently introduce new vocabulary to the children. For example, children discuss different ways to describe paint as they explore. Staff introduce vocabulary, such as 'slimy', 'cold' and 'wet'.

Babies thrive from the caring interactions that take place, and they quickly settle in. Staff display photos of children's families around the rooms which children clearly enjoy looking at. Children laugh as they use their muscles to climb to the top of the outside slope and smile when staff cheer at their early walking steps. Children respond positively to the staff's high expectations. They are enthusiastic about the activities provided and show very positive attitudes to learning. For example, children display great enjoyment as they learn to use safety knives to cut pumpkins for their soup. They show good perseverance as they practise and develop this new skill and are proud to demonstrate this.

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

• Staff provide a variety of interesting activities for children to explore. Children allow staff to play alongside them, showing that they have good relationships. Babies develop their physical skills well. For example, they learn to roll balls helping their early coordination skills. Older children learn to handle tools by taking part in cooking activities.
• Staff find out what children can do on entry to the nursery. They use assessment effectively to help identify any possible gaps in learning. Leaders devise a carefully sequenced curriculum that builds on children's skills. However, at times, staff miss opportunities to challenge and extend learning further to support children to make even higher rates of progress.
• Staff interact well with children and engage them in play. However, they do not fully consider how to ensure that group times are not disrupted so that children can fully engage and take part in being involved. At times, staff are busy with other routines, such as nappy changing, which takes children's attention away from the activities provided.
• Partnerships with parents are well established. Parents say that they are very happy with the care that their children receive. Parents report that staff keep them well informed about their children's learning and they feel involved.
• Overall, children make good progress. Children with special educational needs and/or disabilities (SEND) have the support that they need to make the progress of which they are capable. For instance, staff work closely with other professionals to implement targeted support to meet children's individual needs.
• Children begin to understand the behavioural expectations of the nursery as staff for example, encourage them to take turns in simple games and begin to share resources. Staff quickly address any unacceptable behaviour in sensitive and effective ways to help them to develop a deeper understanding of expectations, such as listening carefully to staff as they read a story to the group.
• Staff speak positively about their role. Leaders promote staff's well-being through their open-door policy. New staff receive a thorough induction, helping to ensure that they are able to complete their role to their full potential.
• Staff are encouraged to make use of the range of training available to them. Leaders continuously review the staff's training needs. Staff recently refreshed their training, to help ensure they understand how to be deployed effectively to help children remain safe.
• Children's good health is well supported. Staff have a good awareness of children's individual needs. Staff place a high emphasis on teaching children about appropriate hygiene routines and having a healthy diet. Older children enjoy learning about cleaning their teeth and why it is important.

What the setting must and should do next

The provider should:

• support staff to develop the already good-quality teaching, and to extend children's learning during the implementation of the curriculum to the highest level
• review the organisation of daily routines, so that learning is not disrupted and children's attention and concentration is sustained.