Ryan House Day Nursery

What is it like to attend this early years setting?

Children love to learn in the warm and homely environment. The exciting learning experiences capture their attention and spark their imagination. Children's interests and happiness are at the heart of every decision staff make. Children acquire a breadth of knowledge and skills through everyday experiences, such as preparing the dining room for breakfast. Children listen attentively and become engrossed in activities, especially during imaginative play and stories. They hear extensive new vocabulary and laugh infectiously at 'The Big Bad Wolf'.

Children radiate confidence and show increasing independence with everyday routines. They relish solving problems while exploring an outstanding range of physical opportunities. They develop their understanding of safety, creating impressive and secure obstacle courses. They show great balance, strength and courage as they navigate challenging features in the climbing room.

Children feel safe and secure in the setting. They develop exemplary relationships with staff and other children. Children are very respectful and courteous towards each other. For instance, they happily share play dough and pans, taking turns to flip pancakes with excitement. Children are inspired to share their views. They are happy to engage with visitors and display their curiosity, particularly in the world around them. Children demonstrate a deep understanding of staffs' high expectations and behave extremely well.

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

• Staff know the children well and use children's interests to engage them in play. They broaden children's learning experiences and opportunities, so they make exceptional progress. Staff closely monitor children's progress to identify any potential gaps in learning, and plan opportunities to provide additional support. Staff plan with the intention of expanding children's experiences, such as forest school and visiting the local care home.
• Staff are caring and show particular dedication when supporting children with special educational needs and/or disabilities (SEND). They adapt the curriculum to ensure that every child can access high-quality learning opportunities. Leaders work in close partnership with parents and carers and outside agencies to ensure that children with SEND are provided with the support they need.
• Staff foster a love of literacy throughout the setting. They engage and excite the children through interactive stories and songs, including their story of the week. Children can be seen reading non-fiction books, discussing with staff whether lizards have hands or feet.
• Leaders maximise space in the setting to encompass all areas of learning, supporting all children to reach their full potential. Children are provided with extensive opportunities to take safe risks and develop their physical skills. Leaders thoroughly evaluate the environment with a key focus on building on what children know and can do.
• The nursery is exceptionally well led. Leaders are passionate about being reflective and strive to enhance the experiences of all children. They monitor attentively and consistently, evaluating what they want children to learn, the environment, and staff training needs. This significantly improves children's learning and development throughout the setting, particularly in mathematics.
• All staff share the same high aspirations and aims for children. Leaders support all staff, particularly apprentices, through high-quality professional development. Staff embed and extend their knowledge and understanding of child development and assessment.
• Staff encourage children's independence skills and confidence. Children of all ages are well prepared for the next stage in their education, including school. Children are encouraged to demonstrate familiar routines. Children in the under two room can be seen washing their hands independently. During breakfast, two-year-olds use jugs to pour their own drinks while older children butter their toast.
• Partnerships with parents are highly effective. Parents are extremely complimentary about staff's communication and the progress children make. Parents feel included and well supported in their child's journey, including the impressive induction process. Parents comment that the setting is 'like another home' for their child.
• Staff interactions are exceptional and show a deep understanding of how children learn. They use highly effective conversation and questioning, encouraging children to extend their vocabulary within play. For example, they use words, such as 'hydrated' when discussing flowers, explaining that this means needing water. Staff are highly skilled at modelling and developing children's communication and language. This motivates children to engage in vibrant conversations.