School Lane Nursery LTD

What is it like to attend this early years setting?

Children are happy and settled at this homely and organised setting. They form secure relationships with the enthusiastic staff team who know them and their families well. Staff plan a broad curriculum inspired by children's individual interests and learning needs. Children make good progress from their starting points.

Children behave well because they know what staff expect from them. For example, to use kind hands, listening ears and walking feet. Children play cooperatively with their friends and use good manners throughout the day. Older children are polite and say 'excuse me' when they want to pass their friends. Staff place a strong focus on supporting children to be independent. They encourage children to decide what they would like to eat for snack. Older children use the toilet independently and put on their coats and shoes for outdoor play. Children wash their hands at regular intervals throughout the day. Staff help them to identify risks within their environment. Children know that the glasses they drink from can smash if they drop them on the floor. Staff provide children with daily experiences, such as yoga sessions to help develop their core strength, balance, and coordination. Children listen attentively and follow staffs' instructions. They breathe deeply, stretch and balance. Children skilfully position their bodies into yoga poses, such as the warrior, gorilla and elephant positions.

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

• Staff provide children with daily focused group activities and encourage them to make independent choices about their play. For example, what resources to play with and to play inside or outside. Children are eager to join in with group activities. They develop strength in their hands as they use their thumb and forefinger to pick up small objects and place them in a cup. Children take turns to count how many beads they have. Staff encourage young children to identify words, such as their name, month and day of the week. However, some children become restless and disengage in meaningful learning. Staff do not always consider the length of time the activity takes or whether it is developmentally suitable for the age group involved.
• Overall, staff promote children's good health. Children have daily opportunities to be physically active and play outside in the fresh air. Staff offer nutritious snacks, such as fruit and crackers and encourage parents to include healthy items in children's lunch boxes. They gently attend to the youngest children's personal care and effectively supervise hand washing time. However, staff do not use these everyday routines to fully support children's understanding of the importance of healthy eating and good hygiene practice.
• Staff regularly assess what children know and can do. They use this information to plan what they need to learn next. Staff swiftly identify when children are not at their expected levels of development. They engage with parents and other professionals to put targeted support plans in place to help close any emerging gaps.
• Good settling-in procedures help prepare children for the move from home to the setting. Staff invite children and parents to participate in stay and play sessions, allowing them to become acquainted with each other and explore the environment. Staff gather a range of information from parents about children's interests and prior learning. They use this information to plan for children's future learning from the outset.
• Staff build strong relationships with professionals from other settings children attend or go on to attend, such as local schools. They share information with them to help offer a consistent and complimentary approach to children's learning and development.
• Partnerships with parents are strong. Staff share information with them in a range of ways. For example, through daily discussions, online learning records and termly progress meetings. Parents are very happy with the quality of care and education their children receive. They speak highly of the caring staff team. Parents comment on how happy their children are to attend and staffs' excellent communication.
• The provider meets regularly with the staff team to discuss best practice and identify training needs, which is targeted around their individual interests and needs. Staff are very happy and feel well supported in their roles. They comment on the high levels of support they receive for their professional development and their personal well-being.

What the setting must and should do next

The provider should:

• review the duration of adult-led activities and make sure they are developmentally appropriate to support all children to be meaningfully engaged in their learning
• provide children with even more experiences to support their understanding of healthy eating and good hygiene practice.