Rocking Horse Nursery

What is it like to attend this early years setting?

Children enjoy their time at the nursery. They arrive happy and quickly part from parents and carers. The bright and airy rooms offer a home-from-home feel, where children demonstrate a comfortable and relaxed approach to their play and learning. Staff provide warm and nurturing care that helps children to feel safe and secure. The robust key-person approach means that children develop secure attachments with trusted adults who know them well. Staff use their deep knowledge of children to provide the most appropriate support for them, including personalised routines and carefully considered next steps in their learning.

Children behave well. Staff set clear expectations and remind children of them. During play, children engage well with others. Occasionally, low-level disputes occur, such as when children want the same toy. Staff swiftly intervene and use appropriate language that addresses how children feel and helps them to develop an awareness of how their actions affect others. This helps children to develop the ability to resolve conflict peaceably and self-regulate their feelings and emotions.

Leaders understand child development and how to promote children's learning through a sequenced curriculum. Children enjoy a range of engaging experiences that promote curiosity and discovery. For example, the youngest children play peekaboo under large pieces of material and search for hidden treasure in sensory trays.

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

• Staff identify very early on what children can do and plan appropriate learning experiences that support and enhance development. Staff use a range of topics and interests to expand children's knowledge.
• Support for disadvantaged children is effective. Leaders and staff quickly identify when there are gaps in children's learning and development. They work in partnership with others to ensure that individual plans support children to make the progress they are capable of. Leaders have high expectations for all children and seek support from the local authority and other professionals to tailor support for individual children. This means that gaps in children's progress are closing.
• Staff support the youngest children to develop their language skills. They chat and babble to babies as they play, introducing new and interesting words. Children engage enthusiastically in familiar songs, stories and rhymes. They positively join in actions to the song 'The Wheels on the Bus' and explore the story of 'The Very Hungry Caterpillar'.
• Physical development is promoted for all children. Youngest children are encouraged to develop essential core strength and balance. Children develop an awareness of personal safety and risk and challenge. They balance on logs and navigate the climbing wall. Staff are close by, reminding children about how to use equipment safely. As a result, children show increased confidence in their physical abilities.
• Staff gather information about children and their cultural heritage. However, they do not use it well enough to explore this with all children who attend to help them develop awareness of their similarities and differences and what makes them unique.
• Children benefit from outdoor experiences. They enjoy visits to see the ducks and goats. Children explore the school grounds and nature in the muddy area. Staff engage children in the wonders around them. They throw twigs and leaves, and children watch them spiral through the air. Children enjoy making mud soup in the kitchen. Staff take children on magical imaginary journeys in a play wooden rowing boat. They 'discover' sea creatures on their way to the beach, where they 'buy' ice creams.
• Feedback from parents is largely positive, regarding the progress children make and how happy they are to attend. Parents feel well informed about this and appreciate the quality of feedback received. Parents say they feel welcome and fully supported by leaders and staff. Parents feel that leaders are approachable and respond well to concerns.
• Leaders have high standards and strive to deliver the best experiences for children. They are highly reflective and constantly review practice and procedure when they identify areas for improvement. Leaders welcome feedback about the provision and work with local authority partners to develop the curriculum and care practices.
• Support for staff is positive. Staff say they feel encouraged and their well-being is fostered. Regular supervision and feedback about performance means that staff are able to discuss their own strengths and areas for development. This leads to professional development opportunities and improvements in the quality of teaching.

What the setting must and should do next

The provider should:

• support staff to provide meaningful experiences for all children to help them learn about their culture and those of others, to support their understanding of similarities and differences.