Sam Morris Centre Nursery

What is it like to attend this early years setting?

Children show great confidence and enthusiasm as they arrive at nursery. Staff take care to get to know each child and their family so that children can settle in successfully. They pay close attention to enabling children to build attachments so that they feel safe and secure. The well-established staff talk to children so that they know what is happening next and what is expected of them. This means that children show consistently good behaviour. Staff focus on what children can do and their changing interests. This helps staff to plan an ambitious and inclusive curriculum that supports all children to make timely progress, including children with special educational needs and/or disabilities (SEND).

Staff are skilled at adapting activities with clear awareness of how they can involve children in all aspects. They engage with children as they play. They plan a creative environment that promotes independence. Children make choices and fully engage in their play and learning. They try new activities and receive praise for their achievements. They use tools to create necklaces with leaves, reinforcing what they have learned previously from the activities at forest school. Staff extend children's mathematical skills and thinking as they encourage them to problem-solve. They support children to count, recognise assorted sizes and name shapes as they build. They provide a commentary, give demonstrations and ask meaningful questions. Children sit together with staff, who use the opportunity to listen to children and encourage them to talk. This promotes children's language and social skills, with high importance given to their emotional well-being.

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

• Staff plan a curriculum that provides children with challenge and enjoyment. They tailor activities to extend children's knowledge and skills. Staff use ongoing assessments to track children's progress. They work together as a team with parents and managers. Together they identify any gaps in development and make timely referrals so that children receive additional support where required.
• Leaders and staff embed a culture of diversity and inclusion in the setting. Staff raise children's awareness of the wider world and of the similarities and differences between each other. Together they make creative displays including children's families. They use books that provide children with visuals to acknowledge and celebrate their own uniqueness and extend their understanding of others.
• Children enjoy outings in the community, including to the forest school where they can gain a range of experience and appreciate the natural world. In the outdoor play areas, staff encourage physical activity. Children benefit from climbing resources to develop their large muscles. Babies roll and balance and enjoy the slide with staff support. Older children ride bicycles, jump in hoops and balance on tyres. They show great confidence as they develop their coordination. Staff also combine activities that develop children's fine motor skills, such as using tools and equipment during creative activities.
• When children arrive, they hang their coats and bags on named coat hooks and use their individual drawers to store their belongings. Staff sit closely with children as they model and reinforce social skills, such as turn-taking and kindness. They acknowledge and talk to children so that they understand the impact of their actions. Children have formed close friendships and show that they understand that helping each other makes them happy.
• Children are developing a good understanding of healthy lifestyles and nutritious foods. Staff engage children in conversations as they sit together and really enjoy their lunch. Children eat well from a range of freshly cooked foods, fruit and vegetables, and they drink water independently. They follow good hygiene routines and learn about the importance of oral health as they take part in the teeth brushing activity.
• Staff deploy themselves well and organise the space efficiently. Children understand routines and are confident as they freely move between indoors and outdoors for the focused activities. Occasionally, transitions to and from the outdoor space are not as well communicated by staff to make sure that everyone is aware of areas of preparation that have been achieved or need further attention.
• Leaders have robust recruitment procedures and ensure that all staff are suitable to work with children. All staff receive regular supervision sessions and access continued professional development to increase their knowledge. Leaders and staff reflect on activities and children's progress to evaluate their practice. Staff say that they are happy and attend both essential training and specific training based on their areas of interest. They say that they are well supported with their workload and well-being.
• Parents say how much they appreciate the leaders and staff at this setting. They say that their children are happy to attend and spend time with the staff and their friends. Parents particularly appreciate the consistent communication with staff about their children's progress and next steps so they can share ideas and continue their learning at home.

What the setting must and should do next

The provider should:

• strengthen staff communication for planning and preparation of activities, including preparation for outdoor play and communal areas.