Scarcroft Green Nursery

What is it like to attend this early years setting?

Staff provide a warm and caring environment. Children settle with their familiar staff members without hesitation. They demonstrate that they feel safe and secure. Older children like to talk about their nursery and what they like to do. They say they like being with their friends. They also become quite animated when they recall a recent trip to the museum or the park.

Staff successfully encourage children to develop their independence and confidence. Children make independent choices in their play and swiftly engage in activities alongside their friends. For example, the babies excitedly seek out the musical instruments and dance together as soon as staff put the salsa music on. Older children automatically work together to sweep soil up as they play at the mud kitchen.

Older and most -able children work well together using their imagination. For example, as part of their pretend play, they collaborate effectively to move a large box down a slope to the outdoor area. They move away from emergency exits. They show that they are learning to follow rules that keep them safe as they play.

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

• Managers are realistic about the minor disruption that changes have caused to routines and general oversight of quality. However, contingency plans work well in practice. For example, managers have checked that qualification requirements are met. They have made sure that children are cared for by staff with whom they already have a trusting relationship. Procedures to deputise, in the absence of a manager, are also effective. This provides stability and continuity for children.
• Managers monitor the effectiveness of the curriculum and plan for continued improvements. However, due to the changes, monitoring is not as effective as it could be and, therefore, not yet having the impact it could have. This is particularly evident in the pre-school room. There are occasional periods when the focus on children's learning is less evident. For example, at times, some children wander aimlessly and do not listen to the adults. This tends to be at transition times, for example directly after breakfast or after lunch.
• Regular staff know the children's learning needs well. Baby room staff delight in the babies' developing personalities and learning styles. Staff plan interesting activities and outings to target children's individual learning needs. For example, staff identify that a group of younger pre-school children need help to talk about colours. They know that children also need to develop their fine motor skills. Children engage enthusiastically with the planned paint mixing activity. They learn to hold the paintbrush correctly and develop useful conversational skills.
• However, staff do not always share children's learning plans effectively so that cover staff or parents can also support children's next steps.
• Staff promote children's good health. Children enjoy their play and learning outdoors in the fresh air. Older children develop their strength and balance as they stand or walk on the stilts. Younger children develop their physical skills as they paint or chase the bubbles.
• Children relish the home-cooked lunches that contain ample portions of fresh vegetables. They become incredibly independent. They confidently help themselves to extra portions and use their cutlery well. Older children pour their own drinking water and are reminded to drink regularly when it is warm. Children learn to wash their hands before eating and wipe their faces afterwards. However, staff do not always check that the more independent children have actually done this. This means that some children have dirty faces after lunch.
• Staff create a pleasant environment for children. Children generally behave very well, and learn to listen to the adults. This supports their learning and their safety. For example, younger children are proud of the praise they receive for their dancing or page turning. They clap their hands and perform the task again. Older children show that they are learning to solve their own disputes.

What the setting must and should do next

The provider should:

• improve monitoring processes particularly in the pre-school room, for example identify and remedy the periods when children lack focus, to provide a more streamlined day for them, check also that capable, independent children have really attended to their personal hygiene
• as roles and responsibilities evolve, look at ways to keep a focus on children's individual learning needs, for example provide an even more finely defined curriculum for children's individual learning so that their learning goals can be shared more effectively with other staff and parents.