Smart Learning Nursery

What is it like to attend this early years setting?

Children arrive happy and settle well for their day with the support of caring staff, who are friendly and welcoming. Staff know the children well and are sensitive to their needs. This helps children to feel safe and secure in staff's care. Children are inquisitive and eager to learn in this well-equipped nursery. Staff have high expectations of all children. This helps children to become more confident and engaged in their learning. For example, children learn about what plants need to grow during group circle time. Then they happily recall the information as they plant seeds in their garden.

Since the last inspection, leaders have worked tirelessly to make all the necessary improvements so that every child gets the best start and becomes a 'learner for life'. Leaders design the curriculum based on children's interests and what children need to learn next to be successful in their future learning. Staff use the information they gather through observations of children to provide meaningful experiences that help extend children's learning further. All children make good progress in relation to their starting points.

Children behave well. The interactions between staff and children are warm and positive. Children share resources and play happily with one another. Staff set clear expectations and are good role models. This has a positive impact on children's behaviour.

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

• Leaders monitor and evaluate the ongoing performance of the diligent staff team effectively. They provide staff with opportunities to develop their practice to further enhance the quality of experiences for all children. Staff comment that they feel well supported. They are confident in approaching the management team with any issues they may have, both personal and professional.
• Staff are enthusiastic and very keen to engage and interact in children's play. Overall, they support children's communication and language well. They get down to children's level when speaking to them. Children benefit from rich vocabulary. For example, staff introduce new words such as 'extraordinary' and help children to use them during their play. However, on occasion, some staff ask too many questions in quick succession and do not give younger children enough time to process and respond to the questions asked of them.
• All children, including those who speak English as an additional language, develop a strong interest in books. Staff engage children very well as they animatedly read familiar stories. They provide props to enhance and re-enact stories. Children like to explore books independently and often ask staff to read books of their choice.
• Children's physical health and well-being are high priority for staff. Children learn about healthy and unhealthy foods. They follow good hygiene routines as they wash hands regularly. Staff provide healthy, nutritionally balanced meals and snacks that children enjoy. Overall, children's self-care is supported. However, at mealtimes, staff serve the food and snack and clean the table after children have eaten. This means that staff miss these daily opportunities to increase children's independence skills further.
• The outdoor area is used well to support children's physical development. Children enjoy exploring water and sand. Children practise their balancing skills as staff challenge them to join in an egg and spoon race. Children run, jump and use the climbing frame confidently. They learn simple rules of some team sports and games, such as football.
• Staff prepare children well for the next stages of their learning and development, including starting school. For example, staff provide a variety of opportunities for children to strengthen their small muscles through messy play and mark making. Some older children practise their early writing skills.
• Children are always kept safe. Staff remind children of the rules, such as how to use the slide safely. Children also learn about road safety as they visit local parks and the shop. This helps them to become familiar with their local community.
• Children's mathematical knowledge is supported well. Younger children practise their sorting and categorising skills, as well as shape recognition. Older children correctly match numerals to groups of objects.
• The manager and staff involve parents fully in their children's learning. They discuss their children's progress with parents and make suggestions on how they can support learning at home. Parents speak highly of the nursery and the staff.

What the setting must and should do next

The provider should:

• give younger children the time they need to process and express their thoughts, to enhance their communication skills even further
• develop children's independence further during daily routines.