Royal Village Nursery

What is it like to attend this early years setting?

Children enjoy attending this nurturing and welcoming nursery. They settle well and form strong attachments to staff. Children are happy to see their key person and go to them for cuddles and reassurance. Children gain high levels of independence. Even the youngest of children learn to offer plates to their peers and feed themselves. Older children independently use the toilet and pour their own drinks, serve themselves dinner and confidently use cutlery. Children are very familiar with the routines. Staff skilfully create songs to help children handle transitions and feel safe and secure. For example, when tidying up, children sing 'five more minutes and then we tidy up'. Children's physical development is well supported. They experience a range of activities to promote their physical and emotional well-being. Children enjoy balancing on beams, climbing large soft-play equipment and regular yoga sessions.

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

• The provider knows the nursery well and provides a wealth of support for staff well-being. They are highly visible, approachable and actively involved in the daily life of the nursery. The provider is regularly seen working alongside the staff team. Staff comment how 'hands on' the provider is and how much they appreciate this, and how valued they feel.
• The provider creates a clear and ambitious curriculum that supports children's development across all areas of learning. The provider takes time to reflect on areas for improvement and acts promptly to implement more effective procedures.
• Partnerships with parents are strong. Staff get to know families well and provide a wide range of support for their well-being and safety. Families value the regular updates about their children's day and developmental progress.
• Staff support children to make good progress. They get to know children's interests and level of development well. Staff plan activities that meet children's individual needs. However, in group activities, staff are less confident and do not consistently extend children's learning to enable them to make even better progress.
• Children are well prepared for the next stage in their learning, including the move to school. Children develop good listening skills. They learn how to care for each other and become aware of how their actions can have an impact on others. Staff set clear, age-appropriate boundaries. Children are well behaved and know what is expected of them. They learn to share, take turns and be kind to each other.
• Children with special educational needs and/or disabilities are supported well. Staff identify their needs and provide tailored learning. They work with outside professionals to refine support plans to further benefit the children. Consequently, all children make good progress.
• Leaders monitor staff practice effectively. They meet with staff regularly and set targets for them to achieve. Staff are provided with a wide range of training opportunities to progress in their professional development and to better support the children they care for.
• Risk assessments are effective. The provider is quick to review any accidents or incidents and promptly makes changes to ensure the environment remains safe. Staff have a secure understanding of how to maintain safety within the nursery and on outings. They help support children to learn how to keep themselves safe. For example, children learn the importance of holding onto the handrail when walking up the stairs.

What the setting must and should do next

The provider should:

• build on the training programme for staff to enable them to enhance their confidence and skills to provide further challenge during group activities.