Safari Stars Nursery

What is it like to attend this early years setting?

Leaders and staff have created a bright and happy environment where every child is greeted by their name and a big smile. The robust key-person approach supports children to develop secure and trusting relationships with adults. This translates into happy and radiant children who are settled and able to flourish.

Children, including babies, are deeply engaged in their play and learning. Staff have created exciting and inviting environments that promote curiosity, exploration and discovery. Both indoors and outside, children immerse themselves in the never-ending opportunities that excite and inspire. For example, following heavy rainfall, staff encourage children to measure the rainfall that has been collected in jugs. They introduce concepts such as volume and weight.

Children's behaviour is excellent. Staff use praise in a highly appropriate way to embed the positive choices that they encourage children to make. Children show kindness to their friends, and listen and respond well to adults. Children are learning how to be responsible for their environments. They reset the room often to keep spaces safe and inviting. There is a constant hum of happy chatter as children go about their work and play in a positive manner.

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

• The setting's curriculum is ambitious and well considered. Leaders have ensured that learning is sequenced and helps children to build on their existing knowledge and skills. Staff introduce a broad range of invitations for children to explore. These link to children's emerging interests and experiences. All staff know and understand the curriculum and how to adapt it for every child.
• The expertly presented environments, and teaching, enable children to make secure and consistent progress in their learning and development. Staff fully understand how to teach, and use every opportunity to support children to know and remember more. For example, following a child's trip to an aquarium in London, children explored topics such as sea life and the city of London.
• The nursery shows a clear commitment to supporting children's communication and language development. Across the nursery, children engage in interesting conversations. They learn new and interesting words, such as 'squirty' and 'drizzle', as they use spray bottles in the garden. A language screening programme further supports all children to become confident communicators.
• Children of all ages are supported to be independent. Babies wash and dry their hands before meals. Older children successfully put on their coats and shoes and prepare and serve their own snacks. Children receive high praise from staff for their efforts. Staff tell children often to 'keep on trying'. As a result, children are developing perseverance and the ability to overcome setbacks.
• Children are learning about the wider world. They enjoy walks in the local community where they spot large cranes and emergency vehicles. Staff help them to broaden this new knowledge back at the nursery through carefully planned activities and stories.
• Children explore a range of festivals and celebrations that relate to the families who attend. This helps to develop their understanding of a range of cultures and beliefs. However, not all children's cultures and backgrounds are reflected within the setting to enable them to develop a positive sense of identity.
• Parents are very happy with the care and education their children receive. They speak highly of the kind and caring team, and express their happiness regarding the warm and personal greeting their children receive. Parents comment that communication is faultless. They feel very well informed about their child's progress and any nursery updates.
• Children with special educational needs and/or disabilities are well supported. Leaders and staff work closely with parents and other professionals to ensure that all children access the curriculum and make progress from their start points.
• Leaders have designed an effective programme of self-evaluation and continuous improvements. Clear plans are in place that support targeted improvements. Ongoing observation, evaluation and feedback supports leaders to identify what is working well and what areas could be improved. Regular staff supervision and professional development further strengthen the quality of teaching and curriculum.

What the setting must and should do next

The provider should:

• develop the environment further to positively promote and reflect the diverse range of children who attend, ensuring that all children are able to develop a positive sense of identity that celebrates their uniqueness.