Sandbrook Childrens Centre Nursery

What is it like to attend this early years setting?

Children are happy at this welcoming nursery. Staff are nurturing and offer families bespoke introductory sessions, allowing children to settle in at their own pace. The unique curriculum follows children's interests and learning needs. For example, staff support children who are interested in buses to create a bus out of a large cardboard box and make marks with vehicles in the sand. Younger children talk about seeing a rainbow in the sky and recreate rainbows using their hands with gloop and food colouring. This helps children to feel listened to and be motivated to learn.

Children follow new routines. They are settled and behave well. For example, children put their cups and plates away after snack and ask staff to help wash their faces. Children use their manners and develop a sense of belonging. Leaders use their links with the children's centre to support families' well-being. This helps all children to get the support they need and make good progress from their starting points in development.

Children's communication and language skills develop well. Staff are knowledgeable and put a strong emphasis on reading stories and singing songs with children. For example, they encourage young children to choose puppets from a box and sing nursery rhymes together. Older children work with experienced staff and use words such as 'stretch', 'poke' and 'squish'.

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

• Parents and carers feel supported and welcomed. They say that staff go 'over and above' in providing care for their children. Staff keep parents up to date with their children's next steps in learning. Parents like the way the settling-in sessions are tailored around each child. This helps children to settle quickly. Parents appreciate the support they receive and say they benefit from referrals and advice.
• Staff support children who speak English as an additional language well. They work closely with families and use a bank of simple words with children. This helps to support children's confidence and learning.
• Staff support children's independence skills well. For example, they support younger children to use a spoon and fork and teach older children how to use a knife and fork correctly. Staff encourage children to pour their own drinks and to use a knife to spread butter during their snack. This helps to develop children's physical skills and makes children feel good about themselves. However, mealtimes are not consistently well organised across all the rooms. Staff are unsure of the routines and children do not always know what is expected of them. As a result, the management of children's behaviour is not consistent and children become easily distracted.
• Children with special educational needs and/or disabilities receive good support. Staff identify children who need additional support early. They work closely with parents and other agencies. This helps to meet children's individual needs.
• Leaders spend funding effectively to support children's well-being and learning. They use it to follow children's interests and needs. Children are prepared well for school.
• Staff feel supported and listened to by leaders and managers. There are effective support systems in place and leaders observe staff regularly. Staff are enthusiastic in their roles. This helps to promote a happy atmosphere across the nursery.
• Leaders ensure that all children are physically active throughout the day. All children have access to the outdoor area, where they can run, jump, ride, push, climb, hang and balance. Staff provide opportunities for children to explore and take risks in their play. Younger children splash in coloured puddles, and older children use long brushes to brush bubbles away. Other children choose to dance to music inside, led by skilled staff. This helps to support children's physical development and independence skills.
• Staff have good relationships with children and know their key children well. They offer cuddles, reassurance and positive praise. Staff use assessment tools effectively and identify what children already know and can do. This means they know what they need to teach children next.
• The nursery has failed to inform Ofsted of changes to their operating hours. However, these changes have had no impact on children.

What the setting must and should do next

The provider should:

• strengthen the lunchtime routines to ensure consistency of learning for all children.