Riverside Nursery

What is it like to attend this early years setting?

Children thrive at this exceptional, caring nursery, where they are excited and motivated to learn. They quickly become engrossed in the well-resourced environments on offer in each room. They are keen to show off their impressive knowledge to staff and visitors. Children are exceptionally well-behaved at this nursery. They show care for one another and are quick to help each other with challenging tasks. They cheer with delight as they help each other to dig out giant parsnips in the vegetable patch. They skilfully identify strawberries in the garden that are red, which means they are 'ready to eat'. They comment that the white strawberries 'need more time'. Children's understanding of the world flourishes in the rich environment of the garden. They dig, plant and water the flowers and vegetables. They rub the leaves of the plants and talk to each other about the smell of the flowers. This helps children begin to understand the natural world around them and how things grow.

Children benefit from warm bonds of affection with the nurturing staff, who are highly passionate about each child's learning experience. They know each child's interests and what they need to learn next to make progress. There is a clear curriculum intent of mathematics across all three rooms. All activities, songs, stories and interactions are richly threaded with mathematics and numbers. The curriculum on offer is individualised for each child's specific needs. As a result, all children, including children with special educational needs and/or disabilities, make excellent progress in every area.

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

• The nursery is led by a well-qualified, highly aspirational manager who reflects on practice continuously to ensure the best outcomes for children. The highly motivated staff team have a strong understanding of child development. They are especially skilled at adapting the curriculum to become individualised and support each child's unique needs. For example, boys who are reluctant mark-makers are encouraged to design superheroes and describe their qualities. Staff skilfully incorporate mathematics by asking children to count how many 'good guys' there are. As a result, children are fully immersed in their learning, and their understanding of mathematics develops continuously.
• The manager is inspirational in her leadership of this setting and her care for the staff and children is shown in the happiness of all who attend. All staff comment that they feel valued here. Leaders ensure that staff are supported through regular supervision and appraisal meetings. Staff's well-being is a high priority for the manager who recognises that happy staff make for happy children. Leaders quickly identify the training needs of all staff, including those who are new and may need extra support. This benefits children directly, as staff's knowledge is kept up to date and relevant so that the needs of individual children are met.
• Staff model excellent communication skills to children by using clear and concise language. Their enthusiastic modelling of words and grammar helps children to listen and in turn, speak with clarity and confidence. They consistently introduce new vocabulary into children's play. For example, children in the baby room play with freshly made gloop. Staff use words such as 'sticky' and 'stretchy' which children then repeat confidently and clearly. As a result, children feel good about using new words in conversation
• Children display exceptionally high levels of independence in this nursery. For example, they serve themselves at lunchtime and put on their own coats and shoes when they go outside to play. Staff help children to recall how to manage more challenging tasks, such as fastening shoes by reminding them of what to do rather than doing it for them. As a result, children feel proud of their accomplishments.
• All children benefit from warm relationships with their key person. Transitions for children between rooms is handled excellently. Children and parents are invited to attend settling-in sessions as they graduate to the next room. Staff liaise closely with each other to ensure that appropriate information is shared. This means that children learn to cope well with change and build resilience.
• Relationships with parents are outstanding. Parents and carers are incredibly complimentary about the nursery and staff. They talk about the warm greetings they receive at drop-off time, and the sensitive help staff provide if they notice children are tired or tearful. They comment that communication is wonderful and that they always feel fully updated about their child's progress. Parents are now invited into the nursery since the restrictions of the pandemic have eased. As a result, they can interact with staff in person and communicate their child's immediate daily needs, and children feel confident enough to run into nursery with a happy wave goodbye.
• Children show great care for themselves and staff in their many sensitive interactions with each other. They use excellent manners and beam with pride when their good behaviour is recognised and praised. Children's concentration is impressive. For example, they focus on kneading dough until it becomes the right consistency before adding further ingredients with differing textures. As a result, children quickly learn how to be patient and thoughtful. These qualities will help them in all areas of their lives.