Sancton Wood School, Baby Unicorns Nursery

What is it like to attend this early years setting?

Staff understand the importance of building close relationships with the children in their care. They are nurturing in their approach. They take the time to get to know the children and their families well through a thorough induction to the nursery. Leaders ensure that there is an effective key-person system. This helps children to settle quickly. Care routines, such as sleep and feeding patterns, are closely followed from home. Children demonstrate that they have developed reassuring bonds with key staff. They enjoy spending time sharing books and snuggling in for a cuddle. Staff have an in-depth knowledge of each child's care needs, and support their emotional well-being superbly.

Children enjoy being active. Their physical development is very well supported. Staff provide encouragement as children learn to master their early walking skills. Children enjoy the indoor climbing frame and are well supported as they practise going up the steps and down the slope safely. Children beam with delight as staff give them meaningful praise for their efforts and achievements. Sensory play experiences are plentiful, allowing children to explore a variety of textures that promote their creativity and curiosity. For example, they wash dolls and thoroughly enjoy exploring gloop with their hands.

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

• Leaders have established a clear vision and curriculum and know what it is they would like children to achieve during their time at the nursery. Staff understand this and thoughtfully plan for children's learning and development, continuously observing and assessing them during play interactions. They use their understanding of each child's abilities and child development to respond effectively in the moment, while also identifying what children need to learn next. This approach allows them to create opportunities that celebrate children's interests and extend their learning effectively.
• Partnerships with parents are a strong aspect of the nursery. Parents receive constant information about their child's time in the nursery. Staff work closely with them on key aspects of children's development, such as potty training and when it is time to move to the next room. Leaders have plans to build on this further. They intend to provide activity bags and a book lending scheme to help parents to encourage and support children's learning at home.
• Staff know the importance of supporting young children's speech and language skills. They talk to children and provide a running commentary as they play and use simple sign language to aid children's communication. Staff ensure that children have many opportunities to hear, and join in with, action songs and rhymes. They spontaneously use songs to help to calm children if they are upset.
• Children's special dietary needs and allergies are well managed. Staff are fully aware of individual children's requirements and ensure that they serve food safely. Healthy eating is promoted well. Children experience sociable mealtimes and have opportunities to try new foods.
• Staff promote children's independence well. They are led by what children want to do, and support children to make decisions about what they would like to do next. Staff closely monitor what children are doing, join in with their play and offer support when needed. However, at times, staff prioritise daily routines over children's learning and miss rich opportunities to engage with children. This means that children do not consistently receive high-quality interactions from staff.
• Staff are good role models and have high expectations for children's behaviour. They support children to take turns, and reinforce desired behaviours to help children learn how to keep themselves safe. For example, staff remind children to walk when indoors and not to climb the climbing frame while holding toys.
• Leaders prioritise staff well-being. Staff say that they 'love' coming to work, many of whom have been there for a number of years. They are fully aware of their roles and say that they support each other. Staff receive appropriate training and coaching that help them to improve and develop their practice further. They are confident with safeguarding procedures and know what to do should they have concerns about children's welfare.

What the setting must and should do next

The provider should:

• support all staff to consistently engage in high-quality interactions with the children to promote their learning at every opportunity.