Ragamuffins Nursery School

What is it like to attend this early years setting?

Staff create a friendly and warm environment in this child-orientated setting. Staff plan a varied play environment that meets children's needs well. Children are motivated to take part in the wide range of learning experiences on offer.

Children behave very well and enjoy the company of their friends. Staff are consistent in explaining their expectations to the children and praise them for their efforts and contributions. Staff show that they respect the children, and are wonderful role models. This supports children in understanding acceptable behaviour and mutual respect. Children build strong relationships with staff. Staff help children to understand different emotions and explore these together. For example, in the toddler and pre-school rooms, children stick a picture of themselves on an emotions board to show how they are feeling. Staff discuss these emotions with the children. As a result, children are very confident and at ease to express themselves.

Children benefit from regular outdoor experiences. They have access to well-lit 'barns' to support outdoor play during poor weather and shorter days. Children ride wheeled toys, enjoy exploring water, and build large constructions. Children laugh with excitement when they find worms in the garden. Staff talk to children about the worms. Children are fascinated as the worms wriggle into the grass. This helps children to build their experience and knowledge of nature while they play outdoors.

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

• The manager and staff plan a curriculum that helps children to make choices for themselves as they play. For example, children independently access the resources and lead their own learning. Staff understand the children's targets well, and skilfully join them in their play and support their learning. Therefore, children develop independence and decision-making skills.
• Parent partnerships are excellent. Parents are very happy with the progress their children make and attribute this directly to the setting. Staff share information daily via an app, which keeps parents updated with their child's experiences and progress. Parents are often invited to engage in children's learning experiences. For example, parents talk to the children about the jobs they do that help other people. This supports parents to build on children's learning further.
• The manager and staff support children's understanding of diversity well. They invite parents to the setting to share their culture and traditions, and celebrate festivals. Children learn about different members of the community. For example, they participate in Black History Month, and staff take children to join older members of the community at a local residential home. This helps children to respect each other and gain an understanding of society.
• Leaders are reflective about their setting and keen to continue to improve. They know what they do well and set targets for development. Staff supervisions are conducted regularly. Staff comment that their well-being is always taken into consideration, and work with the manager to set goals. Training and professional development are offered to all staff to ensure that their practice continuously develops.
• Children with special educational needs and/or disabilities (SEND) are very well supported by staff. Staff work closely with parents and other professionals, such as physiotherapists and speech and language therapists. They take advice and implement activities that meet the children's needs. As a result, children with SEND make good progress.
• Staff promote communication and language as key features of the setting. Children enjoy sharing books with staff and reading alone. They enjoy singing songs together, which helps them to develop their understanding of language patterns. Staff reinforce vocabulary and allow children opportunities to practise new words. For example, when children pretend to be a doctor, staff talk to them about taking their temperature and using a thermometer.
• Staff support children's learning and development well. They promote mathematical language with babies. For example, they use words such as 'big' and 'small' when children choose instruments for a song. However, for older children, planning does not allow as many opportunities for children to practise their mathematical skills in order to strengthen their understanding of mathematical concepts.
• Staff demonstrate a good range of teaching skills as they interact with the children. For instance, they give clear explanations, demonstrate how to use resources, and ask children plenty of questions. Children confidently answer questions and respectfully take turns in the conversation. However, staff do not always challenge children's critical thinking and problem-solving skills.

What the setting must and should do next

The provider should:

• develop staff's understanding of how to support children's critical thinking skills, to further enhance the good quality of learning experiences
• support staff to introduce more opportunities for children to deepen their understanding of mathematical concepts.