Priory Foundation Learning Centre (Owlets)

What is it like to attend this early years setting?

Staff are caring and nurturing. They support the children to make good progress in their learning and development. Staff provide a bespoke settling-in period for children. This allows children the time they need for settling in and strongly supports children's emotional well-being. Staff know that children who are happy to enter the setting are more ready to engage in learning. Generally, children behave well. They are polite and follow the routines well. Staff set high expectations for children's behaviour and are excellent role models.

Staff implement a curriculum that is broad and balanced. They use information gathered from parents and information that they have learned about the children in order to provide activities that the children enjoy. Staff present information clearly to children. They provide children with time to respond when questions are asked. Children are encouraged to give their opinions, which helps children to feel valued and listened to.

Children develop strong independence skills. They can freely choose from a large range of resources. They are expected to help during routines, such as tidying away the toys. They are becoming proficient in their own self-care, such as going to the toilet and washing hands. This helps to prepare children for the next stage in their education, such as going to school.

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

• Leaders have previously identified gaps in children's communication skills. In response, they have focused on training staff to counter this. Staff use a range of descriptive vocabulary and introduce literacy activities, such as story sacks. This helps children to develop a love of books and inspire their imaginations. Visual cues and timetables help children to understand routines and develop new language.
• At times, the organisation of daily routines and some adult-led learning does not run smoothly. For example, some children are left waiting for long periods for others to finish their lunch before they can play. This means that valuable learning time is lost, and some children can become distracted and show frustration. In addition, staff occasionally plan adult-led activities that do not always consider the range of ages and stages of development. As a result, some children become disengaged and wander off, resulting in these children not receiving the same learning as others.
• Children have good attitudes to their learning. The staff team form positive relationships with children. They bring energy and enthusiasm to their role, which impacts effectively on the way children approach their learning. Children are very curious and eager to learn new things. Staff encourage them to ask questions and share their learning with their friends, such as working collaboratively to complete a puzzle together. Children show their delight as staff praise them for their perseverance during tasks. Children's self-esteem and confidence are high.
• Children enjoy the opportunity to enhance their physical abilities through various activities. They enjoy playing outdoors and benefit greatly from running around with their friends in the fresh air. Staff support children to climb safely on equipment and provide bikes and scooters to help children to increase muscle strength and negotiate space. Children engage in very regular activities that support their understanding of how they must brush their teeth and why.
• Generally, children are exposed to a wide curriculum, and they make good progress, including children with special educational needs and/or disabilities (SEND). However, although there are some meaningful and quality interactions, staff do not always carefully consider how the activities provided support children's next steps and individual learning needs. Consequently, some learning can be more incidental then purposeful. Despite this, children's general enjoyment during activities is high.
• Children are exposed to experiences that teach them about the beliefs and cultures of other children. Staff provide trips that children may not have experienced previously, such as going to the zoo. Leaders use additional funding to provide children with SEND with beneficial sensory experiences. Consequently, children have access to a fully inclusive curriculum that is enjoyable and memorable.
• The nursery has developed strong relationships with local schools. For instance, class teachers come to visit the children and gather important information that will help them to successfully transition. Staff arrange visits for children to experience their new school and become familiar with the new environment. This positively supports children's transitions from nursery to primary school.

What the setting must and should do next

The provider should:

• improve the organisation of daily activities, such as transition times and routines, to ensure that all children consistently receive high-quality care and learning
• support staff to consistently develop their teaching skills when planning activities to ensure that next steps are precisely targeted for a child's age and stage of development.