Rowlands Avenue Pre-School

What is it like to attend this early years setting?

Children are happy at this nurturing, inclusive nursery. Staff work effectively as a team in planning activities for children. Children behave well, as activities are varied and engaging. Children approach activities with curiosity, and staff further develop their play and model language well. Quality interactions strengthen learning and children's emotional security.

Staff take time to observe children and assess what they can do and need to do next. Children with special educational needs and/or disabilities (SEND) are well supported through targeted intervention plans. Staff work closely with external agencies to set targets. Staff engage in regular training. For example, they learn the sign language for key words and activities. This further supports children with their language development and understanding. Staff speak passionately about the progress children have made since starting nursery and how they are going to prepare them for the next stages of their learning.

The key-person system is effective. Staff know all the children well. Children feel safe and secure, as staff quickly form close bonds with children and their parents. Parents say that communication is good. They receive feedback daily as well as written feedback each half term. 'Idea packs', which help children to learn at home, are sent out regularly. This further strengthens the parent partnership working and ensures all children are well supported.

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

• Children engage in the 'Daily Mile', a walk or run around the garden. Staff talk to children about what is happening as their hearts beat faster and the importance of exercise as part of staying healthy.
• Children enjoy a range of healthy snacks. Staff sit with children and encourage good manners. Children use tongs to serve themselves fruit. This enhances their independence and fine motor skills.
• There are plenty of opportunities for children to develop mathematically. Mathematics displays with key words are used by staff to further promote mathematical language. For example, staff model the language of size when supporting children to order different-sized plastic bears. They introduce the language of 'bigger' and 'smaller' and model one-to-one correspondence to support children's accuracy in counting.
• Staff enjoy sharing books with children and bringing stories to life using meaningful resources. For example, children excitedly look at the map of a forest that the Gruffalo travels through. They each hold puppets that represent the characters in the story. Children make valuable contributions and join in with repeated phrases. Staff involve children by effectively questioning 'where are his terrible teeth and tusks?' This allows children opportunities to join in, which promotes their language development and a love of reading.
• Children understand what makes them unique and appreciate each other's differences. A large map on the wall celebrates each child. It highlights where they come from, who is in their family, the languages they speak and any traditions that are important to them. Children enjoy looking at their 'All about me' books in the book corner and sharing these with friends.
• Effective strategies for supporting children who speak English as an additional language are in place, and these children make good progress. However, more can be done to embed understanding of new vocabulary for these children.
• There are plenty of opportunities throughout the nursery to support children's mark making and fine motor development. For example, they use glue sticks to make shape collages. They paint lines, numbers and shapes on a large easel. The strong focus on these activities supports children's next steps in writing.
• Children show independence and behave well, responding to nursery routines. They hang up their coats and bags, show respect for resources and answer their name to the register. However, staff need to be consistent in reminding children of their high expectations of children's behaviour.
• The experienced manager leads with passion and has clear plans in place to further develop the provision. She knows all the children well and ensures there is effective communication with parents. She signposts parents to children's centres and other activities outside of nursery so they can further support their children. Staff are well supported under her leadership, both emotionally and professionally, and all enjoy working as part of this dedicated team.

What the setting must and should do next

The provider should:

• build on existing strategies to further develop the introduction of new vocabulary for learners who speak English as an additional language
• ensure all staff consistently remind children of behaviour expectations during nursery sessions.