Railway Children's Day Nursery

What is it like to attend this early years setting?

Children form positive relationships with the staff team at this warm and welcoming nursery. Staff get down to children's level when they arrive and talk to them, helping children to settle into their care. Children show confidence as they eagerly explore the range of activities that staff provide. Older children work together with their friends to use construction toys. They think critically as they click different parts together to create a toy car. Younger children explore nature as they collect large stones and place them into a trolley to transport them from one area to another. Staff help children and praise their achievements, contributing to raising their self-esteem.

Children enjoy their time outdoors as they develop their physical skills well. Young children are supported to develop their hand-eye coordination as they use ladles to collect and scoop crab apples. Staff help older children to take and manage risks as they solve problems when they climb low-level trees. Children show delight and a high level of engagement as they play alongside their friends to investigate a water wall. They work out how the water wall works and use buckets to catch the water. Staff offer children ideas and suggestions, such as to use a large tray to catch the water. They encourage children to take it in turns and work together as they catch the water, motivating children to play cooperatively. Children giggle as they splash the water.

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

• Staff support children's communication and language skills well. They provide a running commentary as they play alongside children and ask them questions to encourage their thinking skills. Children gather on the carpet to listen to staff read familiar stories. They confidently remember and say familiar phrases in stories. Staff sing action songs with children, supporting their understanding of rhyme and words. Additionally, children are exposed to learning new vocabulary that reflects nature and birds, such as 'magpie' and 'wildflowers'.
• Staff support children's knowledge of healthy eating and the benefits of an active lifestyle, such as through discussions and activities. For example, children enjoy helping staff to collect plums and pears that grow in the nursery garden. Staff help children to learn about how the fruit grows and foods that are good for them.
• Staff support children with special educational needs and/or disabilities well. They work well as a team to quickly identify children who may need additional support. This includes working with parents to implement targeted support and to complete any relevant referrals to other professionals. Furthermore, the nursery makes good use of additional funding to develop children's care and learning. For example, specialist equipment was purchased to enhance children's experiences, such as their sensory needs.
• Staff share key information about children's progress and care needs with teachers when they move on to school. This includes completing school transition reports to help staff at school get to know their new children.
• Staff who are children's key person know their children well. They use ongoing observations and assessments to identify what children need to learn next. However, this information is not shared across the staff team. Therefore, not all staff who play alongside children know how to support their individual next steps in learning to help them make the best possible progress.
• Staff have developed positive partnerships with parents. Parents appreciate the settling-in process, which supports their children to feel safe and secure in the care of staff. Staff keep parents informed about their children's day, such as sharing activities they have engaged in.
• Staff implement consistent hygiene routines to promote children's good health. However, the curriculum to support children's independence is not fully effective. Staff carry out some tasks for children that they are capable of completing on their own. For instance, staff put toothpaste on children's toothbrushes, pour their drinks and put coats on children in preparation for playing outdoors.
• The leadership team implements strategies to help staff reflect on their practice. This includes staff observing each other's interactions with children and giving feedback to help reflect on the experiences they offer children. Furthermore, staff attend supervision meetings with the leadership team to discuss their workload and well-being.

What the setting must and should do next

The provider should:

• support all staff to identify and build on children's individual learning needs when they play alongside them
• support staff to enhance their planning and delivery of the curriculum to promote children's independence.