Queen Street Nursery and Pre-school

What is it like to attend this early years setting?

Children arrive happy and confident, saying goodbye to their parents at the door. Practitioners say how well this new system is working, as it gives children more independence on arrival. Children take their own coats off and identify their written name on the way into the small, homely environment. Older children are invited to have a go at writing their name, using the name card they collected on their way in. Children show genuine kindness towards each other. They roll each other's sleeves up when washing their hands and ask questions such as, 'are you ok?'. Children establish strong bonds and feel safe with all practitioners, as well as their key person. This enables children to become confident learners who thrive in each stage of their learning.

Children, alongside practitioners, are engaged in activities based on their individual interests. For example, a role-play doctor's area is set up in response to older children attending the doctor's. This means the children can learn based on their own personal curiosity. Children make good progress across their learning and development. Practitioners have high expectations for all children, including those with special educational needs and/or disabilities (SEND). All children make continued progress from their starting points.

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

• Leaders and practitioners know children and their families well. This enables them to plan a curriculum that is both effective and engaging. This is implemented through the interests and needs of children. For example, children with an interest in cars develop their mathematical knowledge as they see and say the numbers written on the cars. This helps them to count and recognise digits.
• Leaders and practitioners have a good understanding of what children know and what they need to learn next. Regular assessment informs their teaching and the planning of next steps for all children. The staff team meet regularly to discuss children's progress and ways to improve their practice. This helps children to develop the skills they need for the next stage in their development.
• Practitioners interact well with children and chat as they join in with their play. For example, they talk about their own experience at the doctor's as children talk about theirs. This gives children the opportunity to build on the language they already have.
• Leaders and practitioners have created an indoor environment that supports the intent of their curriculum. The resources available meet the children's needs and promote their next steps in learning. However, the curriculum for the outdoor area is not consistently implemented throughout the year. For instance, during the winter months children have less access to the outdoor area and fewer opportunities to engage in purposeful learning outside. This particularly hinders the development of children who prefer to learn outdoor.
• Parents feel valued and involved in their children's learning. Practitioners provide ideas based on children's next steps to complete at home. Practitioners then encourage children to share their experiences. For example, they bring the conkers, leaves and acorns found on a suggested autumn walk to nursery, to share with their peers. This provides extended learning opportunities within the nursery.
• Leaders and practitioners promote healthy choices within the nursery. Each morning children start their day with a physical activity to wake up their bodies. Leaders and practitioners work in partnership with parents to ensure children who are staying all day have a healthy packed lunch.
• Overall, there are systems in place for staff supervision and appraisals. There is a strong focus on staff well-being and leaders and staff have good relationships. However, although staff practice is observed, they do not always receive accurate feedback to help improve their skills and knowledge further. Consequently, there are minor weaknesses in the quality of education.
• Well-established routines and high expectations of behaviour are securely embedded. This helps children feel safe, happy and confident to follow instructions. For example, children begin to put resources away as they hear the tidy- up song in preparation for snack time.

What the setting must and should do next

The provider should:

• implement the outdoor curriculum more consistently throughout the year to further support children who prefer to learn outdoors
• provide staff with accurate performance feedback to raise the quality of education to a higher level.