Queensway Chapel Nursery

What is it like to attend this early years setting?

Children have strong relationships with staff. Staff quickly give them lots of reassurance and support when children are struggling to deal with their emotions or understand expectations. Children enjoy staff's company and show respect for them, listening and adapting their behaviour appropriately. Children learn about the needs of others as well as the boundaries in place for their safety. They share toys and learn to play cooperatively. Staff are closely supported by the nursery's special educational needs coordinator (SENCo). They offer very timely and effective help for children who require perceptive intervention and additional support.

Children make good progress. Staff work together to form their curriculum, linking this to children's interests and learning needs. Children develop their dexterity well. They paint and make marks readily with fun items such, as toy dinosaurs, creating footprints and patterns. Children build with blocks and have fun coating large bricks with shaving foam and sticking them together to form stronger towers. Staff encourage children's maths skills discussing sizes and counting bricks. Group times are led well. Children enjoy story time. Staff inspire children's interest and involve them effectively using props such as story sacks. They ask children questions to encourage their thinking and conversation and ensure that all children, including those that are quieter are given time to respond. Children's confidence and communication progress well, this includes children who need additional help in this area and those who speak English as an additional language.

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

• The managers and trustees have clear processes for their self-evaluation. They link with the local authority advisor and lead the analysis of practice across the nursery. The team show dedication to the families that use their provision and facilitating good outcomes for the children.
• The SENCo is knowledgeable and works closely with the managers, staff and parents to support children with a wide variety of needs. She works with outside professionals, to get children the support they need. She leads staff in the implementation of interventions to enable children to achieve their potential and be well prepared for their move on to school. This includes children who have special educational needs and/ or disabilities (SEND).
• Staff know children well. Key persons observe children as they play, taking note of children's achievements and then assessing the skills that they still need to develop. They outline suitable next steps in their learning. Staff are mindful of the younger children's needs, when they join older children at the same activities. However, sometimes staff do not ensure that older children are challenged as much as possible.
• Staff build good partnerships with parents. They promote a strong two-way flow of information with them, through daily chats, entries in the nursery's online system and during regular parents' meetings. Parents comment positively on the support their children receive. They say that staff focus on children's individual needs, and this aids children's learning and well-being.
• Children develop their physical skills. They enjoy using scooters and other ride-on toys, as well as an obstacle course outside. At times staff offer interesting sensory activities that engage children well. However, staff do not make sure the environment is consistently inspiring for children and that they can follow their current interests, particularly first thing in the morning. Children sometimes select activity trays, but these are not fully resourced, and they look around for other things to interest them.
• Staff ensure the nursery's daily routines flow suitably and take time to involve children in daily tasks. Children independently get themselves an apron for messy play and hang these up when they have finished. They spread the toppings on their crackers at snack time. They help to tidy up their toys and find their sun hats when it is time to go outside. Children develop their independence and sense of responsibility well.
• Staff undertake a range of mandatory and additional training and unqualified staff are supported to gain early years qualifications. Managers and room leaders observe staff practice, undertake regular supervision meetings and put appropriate support in place to develop staff skills.

What the setting must and should do next

The provider should:

• support staff to flexibly adapt their teaching during activities and suitably challenge all the children involved
• make sure the environment is consistently inspiring for children, so they can readily follow their interests and develop their skills and involvement as much as possible.