Rotherly Day Nursery, Winchester

What is it like to attend this early years setting?

Children separate from their parents with ease and confidently enter the nursery. Staff support children to settle and place a strong focus on their happiness. Children learn well, as staff provide a broad, ambitious curriculum and an environment that is inviting. Staff use every opportunity for learning. For example, during outdoor play, a ladybird lands on paperwork. Staff bring it down to the children's height so they can see it. They follow children's natural curiosity and go exploring for ladybirds. The staff spontaneously sing about ladybirds, enriching the children's language.

Children have many opportunities to develop their physical skills in the large outdoor area. Older children enjoy playing with the hula hoops. They line up and let the hoops roll down the hill and eagerly repeat this activity to see which hula hoop can go the furthest. Younger children enjoy splashing in the water and playing with the toy ducks.

Children have access to a variety of books in all areas of the nursery. Staff encourage children to participate in Makaton signing. This helps to build on their communication and literacy skills.

Children understand the rules and boundaries and behave well. Staff have created 'golden rules', which children know and understand, such as using walking feet indoors. Key persons know the children well and respond to their interests with enthusiasm. As a result, children feel safe and secure. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

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

• Since the last inspection, there has been a change of leadership. As a result, there has been a much stronger emphasis placed on safeguarding. Weekly team meetings include discussions on child protection concerns. Staff have undertaken further training to ensure their knowledge is current. In addition, the team has developed its own 'aspirations' curriculum. This clearly identifies what leaders and staff want children to achieve by the time they leave the nursery. Staff say their well-being is good and they feel supported in their roles.
• The nursery curriculum builds on what children know and can do. Staff review what they provide based on the children's interests and needs. For example, older children confidently recall their experience of reading 'Goldilocks and the Three Bears' as they play with porridge oats. Staff interact enthusiastically with the children and respond appropriately, pretending to taste the porridge as the children ask if it is 'too hot, too cold, or just right.' Children show their enjoyment in the discussion about the temperature of the porridge and eagerly await the response of staff. However, on occasion, some staff do not encourage children to think for themselves, and they answer questions for them. They do not consistently allow children the time and space to respond, particularly during mealtimes.
• Partnership with parents is generally good. They report an improvement in the frequency of communication and updates since the change of leadership. Parents comment that they receive ideas to support their children's learning and development at home. The nursery uses an online platform to share information with parents about their children's learning and development. However, some parents are still unsure who their child's key person is and what their children are working on. This does not fully promote the regular two-way flow of information between parents and key persons.
• Children with SEND are supported well. The special educational needs coordinator (SENCo) keeps their knowledge current by sourcing further training. They identify concerns early and seek advice from agencies when children need additional help. The leadership team uses funding effectively to ensure that all children, including those with SEND, make good progress. This helps to prepare them for their next stage of learning.
• Children's personal development is secure. They know how to keep themselves healthy and are confident in the daily routines. Children wash their hands regularly. Staff help children to understand the importance of personal hygiene. For example, they create tissue stations to encourage children to independently wipe their own noses.
• All children show positive attitudes to learning. For example, older children work together to build houses with the large blocks, planning and discussing what they need to add next to their creations. Younger children join pieces of train track together and share how they have made long trains. They excitedly point to them, proud of their achievements.

What the setting must and should do next

The provider should:

• strengthen staff's skills in allowing children enough time to think things through for themselves and respond to questions
• enhance partnerships with parents to ensure they know who their child's key person is and to improve the two-way flow of information regarding children's learning and development.