Riverside Nursery

What is it like to attend this early years setting?

Children arrive happy and confidently leave their parents at the door. They are settled and relaxed and show that they have secure and respectful relationships with each other and staff. Children are well behaved and make independent choices as they explore the well-organised environment indoors and outdoors. They know where resources and tools are and easily access them. Children share their interests and fascinations. For example, they enjoy learning about different animals. Children are eager for staff to join in with their play and investigations. For instance, they explore insects and bugs on trees and under artificial grass and on flowers.

Children with special educational needs and/or disabilities (SEND) have plenty of time to make connections and repeat activities. Children learn through trial and error, for example when spreading butter on bread. They skilfully develop their motor skills, independence and self-esteem. Children confidently sequence their learning as staff model steps to follow, for instance when making a sandwich. They place bread on their plate and butter the bread, then fill the sandwich with chicken and carrots. Children know and follow daily routines. They wash their hands before eating, and understand nappy changing and toilet routines. Children help to tidy away resources. They skilfully move freely outside and use different resources to support their physical development.

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

• Partnerships with parents are good. Parents speak highly of staff and feel that they are well informed about their child's day, learning and development. They know about their child's learning even though they do not yet come into the setting. Staff share information about learning and how to support children at home through the online system.
• Leaders use early years pupil premium and inclusion funding effectively to support children's learning and development. For example, they plan coach trips and additional staff are employed to offer children individual care. This supports children to be ready for school and enhances experiences for them.
• Staff know the children well and can describe their development stages and next steps for learning. They complete on-entry assessments and continue to monitor children's progress.
• Staff support children to take safe risks outside. Children enjoy physical play, move freely and investigate trees, touching and observing them.
• Children learn about hygiene routines as they wash their hands before eating and after using the toilet.
• Staff support children to learn about each other. For instance, they request that parents bring in photographs of their family and important people in their lives.
• Staff ensure all children have equal access to all resources and activities.
• The provider and the manager have a good knowledge of staff practice and are aware of their strengths and weaknesses. They monitor staff and offer support and training. Staff comment that they feel well supported by the leadership team. All of this helps staff to meet the needs of children effectively.
• Staff work effectively to support children with SEND. They liaise well with other specialists to put plans and strategies in place. As a result, children make the best possible progress.
• Staff provide healthy, nutritious meals, and children are encouraged to help prepare snacks. However, staff do not give consistent messages to children about the importance of food and the effect it has on their bodies.
• Staff support children well to progress in their learning as they play and take part in activities. However, staff do not consistently extend children's learning through their interactions with them.
• Children have fun as they splash, pour and measure water. They use their imagination and creativity and develop their their fine and gross motor skills.
• Staff support children to show confidence in new social situations. For example, children enjoy short walks to the local park.
• Children enjoy mark making with large felt pens, which supports them to develop their large and small muscle coordination.

What the setting must and should do next

The provider should:

• help children to extend their ideas through sustained discussions about how and why things happen.
• help children to understand the importance of food, and talk to them about different parts of food and how food affects their bodies.