Redwood House Childrens Nursery

What is it like to attend this early years setting?

The setting is led and managed well. The leadership team has high expectations for all children, including children who are in receipt of funding and children with special educational needs and/or disabilities. All children make good progress from their unique starting points.

The setting has constructed a broad curriculum that encompasses all areas of learning. Careful consideration is given to the development of children's personal, social and emotional skills. The setting appreciates how helping children to be able to understand and regulate their feelings and be emotionally secure has a positive impact on their learning. As a result, children demonstrate high levels of self-confidence and self-esteem and are confident and resilient learners. For example, babies and younger children are eager to feed themselves, use a beaker for the first time and have a go at pouring their drinks. Older children persist in trying to throw a basketball through a hoop. Although children encounter difficulty mastering this skill, their determination, together with lots of encouragement from the staff and their peers, helps them to eventually succeed.

The setting has high expectations for children's behaviour and conduct. Adults are good role models and provide consistent reminders about expected conduct. Children are kind and considerate. For example, toddlers willingly share resources with support from adults. Older children provide comfort to their peers when they become upset.

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

• The setting provides some relevant staff training. This includes safeguarding, food safety, risk assessment and paediatric first aid. Staff understand their roles and responsibilities and implement the setting's policies and procedures well. This helps to keep children safe and well.
• The setting's curriculum is, in the main, implemented well. However, the quality of interactions with the children varies. This means there are times when the intended curriculum is not delivered to the setting's high expectations. For example, some children do not get the time and attention they need to join in or remain highly involved and motivated in activities. As a result, during these times, these children wander off or become distracted. This means their learning is not fully extended.
• The setting has robust systems to support vulnerable children, including developing close partnerships with all who are involved in children's care and education. The setting has used funding to implement some targeted learning sessions for children who require extra support. This has been particularly successful in supporting children's language and communication skills. As a result, all children make the progress they are capable of.
• The curriculum for physical development is implemented well. Babies and toddlers have plenty of room to move freely and learn to bang pots and pans and use musical instruments. The vast outdoor area is used well and provides ample opportunities for older children to practise their large physical skills. For example, children develop the skills needed to scale climbing apparatus, climb in and out of large tyres and use ride-on cars and bicycles.
• Children are encouraged to learn by doing and are helped to develop their creativity and critical thinking. For example, toddlers are supported to work out how using two scoops makes digging a hole easier and faster. Older children are asked to predict how many ladles of 'potion mixture' it will take to fill a bowl.
• All children behave well and are supported to develop their social skills. Younger children are encouraged to choose an 'emotion card' to help them understand and communicate how they are feeling. Older children relish the opportunity to be a 'helper' and eagerly help staff to tidy up after lunch. Children are confident and responsible individuals.
• The setting places a sharp focus on helping children to lead a healthy lifestyle. Meals are freshly prepared on site each day. Children's unique dietary needs are managed well. Older children are encouraged to brush their teeth after lunch. This helps children adopt a positive attitude to maintain their good health and well-being.
• Staff take time to get to know children and their families from the outset. This helps staff to care for children in line with parents' wishes. Staff also make good of use daily chats and share written assessments with parents. This helps to support children's continued progress.
• The setting values its team and there is a lot of support for adults' well-being and welfare. However, current supervision arrangements are not effective in helping leaders to identify gaps in staff's knowledge and practice. As a result, some aspects of the intended curriculum are not delivered to a consistently high standard.

What the setting must and should do next

The provider should:

• strengthen supervision arrangements so all staff receive incisive feedback and targeted training to strengthen the delivery of the curriculum even further.