Radmoor Day Nursery & Annexe

What is it like to attend this early years setting?

Children arrive at the nursery happy and excited for their day. The enthusiastic staff welcome them warmly with open arms. Children confidently enter the well-thought-out and inviting environments that staff plan around children's needs and interests. Two- and three-year-old children thoroughly enjoy listening to staff reading 'The Three Little Pigs' in an animated way. While exploring a range of resources associated with the book, children giggle when staff drizzle straw on their heads. Children are learning to be kind and caring to their friends. They recognise when their friends are struggling to use scissors and offer to show them how to hold and cut with them. Staff boost children's self-esteem by thanking them for their kindness.

Pre-school children show a desire for learning new knowledge, such as when staff encourage them to identify and name some signs of spring in pictures. They confidently recognise blossom and learn new words, such as 'crocus'. Staff encourage children to continue this learning as they explore the forest area, looking for signs of spring. As children move through the nursery, they make good progress in their learning and development as staff understand the nursery curriculum. Staff know what children need to learn next. For example, they encourage babies to pull themselves up to standing to support their physical development. They encourage two- and three-year-old children to develop their fine motor skills as they support them to learn how to cut up their own fruit at breakfast time.

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

• The management team is highly motivated. Staff are highly valued and there is a strong culture of continuous improvement, which is embraced by all staff. Everyone engages in training to boost their skills and knowledge. Staff morale is very high, and they are eager to make the most of every opportunity to enhance the provision for children.
• Staff plan a strong curriculum for children to ensure that they have continuous access to familiar resources and can make independent choices about what they want to play with. However, staff do not always develop children's concentration and curiosity as they explore and follow their own interests. For example, children play with wheelbarrows, rocks, sticks and branches. Staff approach the children briefly but do not interact fully with them. The children soon become disengaged and move on to something else.
• Children enjoy daily fresh air and exercise. Staff provide excellent support for children's physical development. Children have opportunities to practise their balancing skills as they whizz around the outdoor space on wheeled toys.
• The secure emotional bonds between the staff and children are clear to see.
• This is particularly evident in the baby rooms where the relationships provide superb security for the babies. Calm and considerate staff cherish and form close bonds with the babies. Babies enjoy the frequent cuddles and comfort that they receive from staff as and when needed.
• The management use additional funding thoughtfully. They spend money on providing children with enhanced resources to supplement their physical development, such as introducing an indoor trampette. Staff have also used additional funding to extend children's knowledge of the natural world and the wider community by taking them on a bus to a local farm park.
• Staff have high expectations for children's behaviour. Children are aware of what staff expect of them. When children struggle to share, staff use consistent strategies, such as suggesting the use of a five-minute timer to help children to take turns with the toy. Children react positively to staff's support and behave well.
• Staff accurately assess what children can do. They use this information when deciding what children will learn next. Staff spot when children need extra help in their learning. They act quickly to ensure that they include all children and meet their individual needs. The special educational needs coordinator and manager work closely with staff and other professionals to ensure that children with identified needs are fully included and have the same opportunities as their peers.
• Partnerships with parents are extremely strong. Parents are delighted in their choice of nursery for their children and comment on the progress that their children make. Many have used the nursery for several years to care for their growing families, and truly appreciate the guidance and support that staff provide.

What the setting must and should do next

The provider should:

• strengthen staff interactions to enhance and extend children's concentration and curiosity even further during spontaneous play experiences.