Rks Brightsparks At Lupset

What is it like to attend this early years setting?

Children flourish in this exceptionally nurturing and well-resourced environment. Most children rush in, eagerly removing their coats and are excited for their learning to begin. Staff give less-confident children cuddles and reassuring words. This helps children to settle quickly, and to feel safe and secure in this setting. Older children talk about the woodland fires that they have seen on the television. They construct fire engines, talking animatedly about the different parts of the machines they are building. Children know that they need space for the driver and firemen. They attach hoses to the construction, and build ladders for the firemen to climb. This demonstrates children's growing awareness of the world around them.

Children learn to care for the natural environment. They automatically put waste fruit and peelings from their snack into the compost bin. Children know that the compost will be used to help them to grow more vegetables and flowers. Children of all ages behave exceptionally well. They show high levels of respect for each other and for adults. For example, children happily welcome others into their ongoing play, eager to share resources. This develops children's self-esteem, as they understand that they are valued and their contributions are essential.

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

• The management team and staff are exceptionally passionate about their role. They have high ambitions for every child to develop a love of learning and achieve to the best of their abilities. Staff visit children in their homes to help them settle into the nursery quickly. They talk to parents about their children's interests and their development. This enables staff to support children's learning from the very moment they begin in the nursery.
• Staff are skilled storytellers. They know to give children time to look at the pictures and ask questions. Children are confident to bring resources into the group, knowing that staff will value their contributions to the story. This supports children's confidence and self-esteem, and fosters their love of books.
• Children in receipt of funding are very well supported. Staff target funding to meet children's identified needs. For example, they realised some children had never been on public transport. Staff used funding to take children on the local bus. Children re-enact this experience in the nursery, using their imaginations to create their own storyline. They work together to decide where to go on their journey and who will be the driver.
• Staff are highly knowledgeable about the needs of children who may need extra support. They work in close partnership with a wide range of other professionals to ensure that children and their families get the targeted help they need.
• Parents are exceptionally complimentary of the service which the nursery provides. Parents are delighted with the progress that their children make in their learning and development. They comment that staff 'go above and beyond' to help their children and that 'nothing is too much trouble'.
• Staff are mindful of the impact that changes can have on children's development. As such, the management team and staff have developed very strong links with local schools. For example, teachers visit the nursery to meet children and talk about their development. This enables a consistent approach to children's care and learning as children enter the next phase of their development.
• The management team and staff have a clear vision for future developments at the nursery. For example, they discuss the recent changes that have been made to the indoor environment to give children more space to move around.
• All staff know to speak to children slowly, give them time to respond and use the correct pronunciation. However, staff do not consistently extend children's vocabulary when they play or during routines. For example, they do not use all opportunities as they arise to introduce new words into children's vocabulary.
• Children show high levels of independence and a good understanding of their own self-care needs. For example, they know to wash their hands before eating and after being outdoors. At snack time, children are determined to pour their own drinks and cut their own fruit. However, while staff provide children with healthy snacks, they do not use this these times to deepen children's understanding of healthy eating.

What the setting must and should do next

The provider should:

• support children's communication and language skills further, such as by introducing new words into children's vocabulary
• develop children's understanding of healthy eating further to help them understand how they can keep themselves fit and well.