Small Talk Nurseries

What is it like to attend this early years setting?

Staff provide children with a welcoming environment. They build strong relationships with the children, who demonstrate that they feel safe and secure. They arrive at the nursery eager to greet their friends and the caring staff. Children quickly become engaged in their chosen activity. Staff support children to develop their independence skills. As children arrive, they find their pegs and hang up their coats and bags. Babies learn to feed themselves and older children learn to put on their own coats and shoes. Staff support children to develop their communication skills. They initiate conversations with children and ask questions. This helps children to develop their thinking skills and solve problems. For example, as children explore ice that has formed in the nursery garden, staff ask children 'where has it come from?' and 'why is it melting?' Children enjoy their morning music session. They sing enthusiastically and take turns choosing the next song. Staff provide children with plenty of opportunities to develop their physical skills. Children have fun as they climb, use wheeled toys and play chasing games.

All children make good progress from their starting points. They develop the skills and attitudes they need for their next stage of learning, including their eventual move on to school.

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

• Leaders have devised a well-sequenced, ambitious curriculum that is understood and implemented effectively by staff throughout the nursery. Staff work closely with parents and external agencies to ensure that children who need additional support have targeted plans in place. Leaders ensure that any additional funding the nursery receives is used effectively, such as for one-to-one support to help target any gaps in children's learning and development.
• The enthusiastic management team and staff have high expectations for all children. The high level of qualified staff and good teaching practice have a positive impact on the learning experiences that all children receive. Leaders carry out regular observations of staff practice. They use these opportunities to identify future training to further enhance the quality of teaching.
• Staff maintain a vigilant risk assessment process, indoors and outdoors, to ensure the environment remains a safe place for children. Access to the nursery is closely monitored and visitors are vetted before they are allowed entry to the premises.
• Staff have a calm and consistent approach. Children's behaviour is managed well. Children are polite, kind and thoughtful. They seek out others to join in their play.
• Babies benefit from the good care and attention of the nurturing staff, who know the children well. For example, they know when children are hungry, tired or just in need of a cuddle, and they respond promptly. This helps babies to settle quickly and feel safe and secure in the environment.
• Staff support children to learn about healthy lifestyles. Children learn about the benefits of exercise, fresh air and good oral health. Children enjoy nutritious meals provided by the nursery. As children eat, they say 'that's tasty' and 'it's my favourite'.
• Throughout the nursery, children learn to count, recognise shapes and match numbers to quantities, and they learn simple addition and subtraction. However, at times, some staff do not build on what children already know and can do.
• Leaders and staff place a strong focus on supporting children's language development. Staff support babies to develop their language skills through simple songs and rhymes. Two-year-old children learn to repeat phrases from stories and songs. Staff encourage pre-school children to talk about their interests and give opinions and ideas during discussions.
• Staff provide plenty of opportunities for children to develop their small-muscle skills. Throughout the nursery, children learn to use a range of small tools, including scissors, paintbrushes, tongs and cutlery. Staff encourage babies to scoop sand into different containers.
• At times, staff do not take account of the space available when planning whole-group activities, so children cannot always fully engage. For example, dance sessions take place in a confined space, which does not enable children to complete the actions without bumping into each other.
• Staff support children to develop a love of books. Babies snuggle onto staff's laps as they listen to a story. Older children select books as they play. They handle books correctly and know print has meaning.
• Parents talk about the good progress their children have made since attending the nursery, particularly in developing their confidence, social skills and speech. Parents appreciate the regular communication they receive from their children's key person. Parents say their children look forward to attending the nursery.

What the setting must and should do next

The provider should:

• support staff to consistently build on what children already know and can do
• support staff to review the organisation of the learning environment to help to make sure there is enough space for children to fully participate and get the best from whole-group activities.