Rothersthorpe Nursery Ltd

What is it like to attend this early years setting?

Staff greet children with a friendly smile and support their transition into the building. Children show excitement as they find their friends in the garden and join in with their activities. Babies seek out staff for a welcoming cuddle and reassurance. Staff plan a broad and balanced curriculum which takes into account children's individual interests. Children become increasingly independent as staff teach children how to do things for themselves. Staff are patient and use simple instructions as they explain to children how to put their own shoes on. Children learn about being healthy. They develop positive hygiene practices as staff teach them the importance of regular toothbrushing.

Children at this nursery are confident. They warmly welcome visitors and invite them to join in their play. Children are curious and ask questions to learn more about people. Staff teach children to be kind and have high expectations for them to follow the rules. Children politely ask their friends to take turns and share equipment. Staff role model how to use their manners and remind children to say please and thank you. Children develop their emotional literacy skills as staff talk to them about how they are feeling. Children say that they are happy to be at nursery and play with their friends.

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

• Staff plan a range of activities at the nursery that children enjoy. For example, children use their imagination as they make potions with flowers and coloured water. However, staff do not always consider the different abilities of the children taking part. At times, this means that older or the most-able children's learning is not extended to build further on what they already know and can do.
• The support for children who speak English as an additional language is excellent. Staff pride themselves on supporting the families and helping them integrate into the community. Staff work closely with parents to obtain key phrases and words which they use with children to help them understand the routine and what is happening next. Staff learn familiar songs and rhymes in children's home languages. This is particularly comforting for babies, who calm and settle quickly when staff sing to them.
• Children's communication and language skills are generally well supported. Staff use a range of simple sign language and age-appropriate vocabulary with all children. Babies show their prior learning as they recall and demonstrate how to sign 'teddy'. However, at times, children are distracted by nursery rhyme music playing in the background. When staff read to children, they are not able to hear the language being used and some are discouraged from talking to each other as they play.
• Children with special educational needs and/or disabilities are identified swiftly.
• Leaders ensure that referrals are made to appropriate agencies to support children. They use their advice to create targeted support plans for each child. This helps to ensure all children are making progress.
• Staff promote children's interest in books. They read books which help children learn about the importance of being kind to each other and about the importance of brushing their teeth. Staff read in an exciting and engaging way. Children demonstrate their love for reading as they freely access a range of books and ask staff to read to them or look at the pictures and tell their friends about the story.
• Partnerships with parents are good. Parents say they are happy with the communication they receive from the nursery and that their children have made lots of progress since starting. They praise the homely feel of the nursery and how friendly the staff are. Staff share information with parents about their children's learning and development using an online application. They gather information from parents about their children's interests and developmental stages when children first attend the nursery.
• Leaders are reflective of their practice and the setting. They make adaptations to meet the needs of the group of children who are currently attending, for example a recent change to the layout of the nursery. Leaders also work closely with external professionals and welcome their feedback and suggestions for change to further improve the nursery.

What the setting must and should do next

The provider should:

• strengthen planning of activities to focus more precisely on building on children's knowledge and skills, based on what they already know and can do
• minimise distractions when implementing planned activities to further support children's communication and language skills.