Princes Risborough Nursery

What is it like to attend this early years setting?

Children demonstrate that they are happy and secure at this setting. The atmosphere in the nursery is calm and relaxing as children freely explore and choose which activities they engage with. Children demonstrate good concentration and resilience in problem-solving. For example, when they struggle to fit puzzles together, they do not give up. They accept staff suggestions, such as to twist or turn them. They persevere until they are successful. The key-person system is well established in the nursery. Children form close bonds with staff, who know children well. They are aware of their individual interests and stages of development. Children's behaviour is good. Staff model positive behaviour and children listen to staff and understand the behaviour expectations, which help to keep them safe at nursery. Staff work in partnership with parents well to share information about children's care needs, interests and development. Staff offer frequent encouragement to children. This helps to promote children's self-confidence.

All children get plenty of exercise. They enjoy playing in the nursery garden every day. Children develop their physical skills well. They climb steps to the slide and roll hoops to each other. All children make good progress in relation to their individual starting points. Their small motor skills develop quickly, and they display deep concentration as they make play dough and experiment with the different ingredients.

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

• The manager has a clear vision for the nursery. She is passionate about her role and develops an inclusive curriculum that incorporates children's interests and stages of development.
• Children with special educational needs and/or disabilities are well supported at nursery. Staff work well together and with other professionals to ensure that children receive the support they need.
• Staff provide a variety of equipment and resources to support children's existing skills. For example, older children make volcanos, mixing ingredients together. Younger children explore water using a variety of utensils to scoop and explore with.
• Staff work well together. They display good communication skills and share relevant information with each other. This also supports transition for children moving into different rooms in the nursery. Staff share knowledge so children are fully supported with their transition.
• Overall, staff support children to develop their vocabulary and language skills. Staff read stories and sing songs with children throughout play. However, this is not always consistent, with some staff not using correct grammar with the children. This means that some children do not hear the correct pronunciation of words.
• Children are keen learners. Staff implement exciting activities based around children's fascinations, which capture their interest and imagination. This promotes children's deep concentration. For example, children spend extended time experimenting as they make play dough. However, at times, staff miss opportunities to challenge and extend learning further so children can make even higher rates of progress.
• Managers carry out regular supervisions with staff, where they discuss training needs, staff's key children and staff well-being. Staff training is well focused to benefit children. For instance, staff have attended training on how to effectively support children's behaviour and adapted the environment to ensure safety.
• Staff support children's growing independence. They use techniques that help children learn how to put their coats on before going outside. Staff are alert to what each child is doing. They encourage them to move around the well-resourced nursery environment and make choices about their play and learning.
• Parents report that the manager and staff are engaging and are very friendly. Staff provide regular information to parents about children's developmental progress. For example, parents are invited into the nursery for meetings with their children's key persons. Staff give information about children's achievements to parents at collection time and share what they can do at home to support their children's development further. This helps continuity in children's care and learning.

What the setting must and should do next

The provider should:

• review staff's use of vocabulary when interacting with children to use clear words to help children build on their already good communication skills
• support staff to develop the already good-quality teaching, to extend children's learning during the implementation of the curriculum to the highest level.