Raised in Bristol at the Greenway Centre

What is it like to attend this early years setting?

Children are safe and secure at this setting. They come in happily with their parents and their key person greets them. Older children immediately share their ideas for what they would like to explore and talk about, and settle quickly. Children are safe in the nursery. Lockable gates throughout the nursery prevent children accessing any unattended areas.

Staff have high expectations and know children well. For example, two-year-olds enjoy pouring their own milk at snack time. Staff extend their experience by providing water and sand play with different types of containers for children to experiment and trial pouring with. Children extend this play into the garden. Staff provide water, herbs and different bottles in the mud kitchen and use mathematical language when supporting children's play. They provide activities that engage and motivate children to learn.

Children behave well and where small disagreements occur, staff quickly intervene and help them to find solutions. For example, when children struggle to share construction bricks, staff suggest, 'Shall we get the sand timer?' This helps children continue to play cooperatively.

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

• Staff across the nursery nurture a love of reading and singing. They read stories with enthusiasm and confidently sing songs. Staff share books that children choose and encourage all children to join in with singing wherever they are to support their early literacy skills.
• The carefully constructed curriculum builds on children's skills and knowledge. This enables every child to make progress. Staff map children's mathematical skills and understanding across the age groups. For example, the youngest children count from zero to five in everyday activities, such as climbing steps, choosing snacks and playing with blocks. Staff introduce the mathematical language of shape and size to toddlers in their construction and play. Pre-school children become familiar with numerals, count to ten and learn mathematical words for 3D shapes.
• Staff use children's interests and passions when planning activities and responding to their play. For example, some older children are extremely interested in planets. Staff provide books with interesting information that children discuss as they draw a series of planets with different features. This ensures that children engage and are curious to find out more.
• The manager has a clear vision for the development of this setting. She intends that children have real-life experiences and that the setting acts as a home-from-home environment. For example, children go on visits to local parks, the woods, the local library and local shops. Children choose food for snacks and bangles from the local charity shop to play with in the nursery.
• Overall, staff use sign language and gestures to help babies understand and make choices to support their communication and to help them feel settled. However, not all staff use this consistently, meaning some babies become upset, at times.
• Outdoor play supports children's physical development well. Children play with different types of climbing equipment. Staff encourage them to take appropriate risks such as jumping, balancing and climbing.
• Parents are supportive of the setting and report that communication from the nursery is good. They receive regular updates through an online portal and report that all staff know their children well. Staff regularly meet with parents to share information. Children with special educational needs and/or disabilities (SEND) have their needs met well. Staff liaise closely with parents, seek advice from multi-agency partners and put individual plans in place to close any gaps in children's development.

What the setting must and should do next

The provider should:

• support babies' understanding and communication skills more effectively and consistently to help them feel more settled.