Smartie Pants Tetney

What is it like to attend this early years setting?

Children show delight at being at the nursery and are excited to join their friends when they arrive. They settle very quickly, even though, due to the COVID-19 (coronavirus) pandemic, parents drop them off at the door instead of entering the building. Children are greeted with genuinely beaming smiles and a cheery welcome from all staff. This contributes to them feeling safe and secure. Children learn to make positive relationships and are kind to their friends. They share and take turns, for example when they want to play with the same toy.

Children have plenty of opportunities to be physical. They walk across wooden planks confidently, knowing that it helps them to balance if they put their arms out. Children play well with their peers. They build strong friendships and are caring towards the younger children, for example when they invite children to sit next to them at snack time. Staff offer children experiences to stretch their abilities. When children explore and investigate objects they find in the garden, staff ask them to predict what might be inside wrapped objects. Children guess that it will be a 'rock' when they rip off the shiny paper excitedly. They are inquisitive and motivated learners.

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

• The manager evaluates the effectiveness of the nursery. This helped her to identify that children had fewer opportunities to extend their interests outdoors. She introduced further resources, such as water play, a small 'fairy garden' and a school role play area for children to access. Since the improvements, the manager has noticed how much more engaged children are outdoors.
• Staff are aware that due to the COVID-19 pandemic, children have not had opportunities to go on day trips with parents. Due to this, they plan experiences for children to visit the local community, such as a wooded area. Children explore and investigate leaves and plants and observe wildlife, such as squirrels. This contributes to children's understanding of different animals and nature.
• The manager and staff support children with special educational needs and/or disabilities (SEND) very effectively. Before children start to attend the nursery, staff give parents pictures of themselves and activities in the nursery to share with their children. Children with SEND are invited to attend short sessions when they first start and to increase the time they spend in the nursery steadily. This helps them to become familiar with the staff and environment gradually, promoting their emotional needs.
• Parents comment very highly about the nursery and say that their children have come on in 'leaps and bounds' since starting. They say that staff are 'amazing'.
• There are times during planned activities when teaching is not as strong. Staff do not think about how they can hold younger children's interest. These children sometimes disengage and do not focus.
• The manager supports staff well and ensures their well-being. Staff attend supervision meetings to reflect on their practice and to identify further professional development opportunities. Recent in-house training supported staff to be consistent in managing children's behaviour. They give children plenty of praise, encouragement and a 'high five'. Staff remind children about the rules and boundaries. An example of this is when they ask children to use their 'walking feet' indoors. Children benefit from a culture of respect.
• Staff provide plenty of opportunities for children to listen and follow instructions. An example of this is when staff pretend to read a recipe to make 'Thai green jungle curry'. They give children instructions and ask them to find the ingredients needed. Children are fully engrossed and enjoy completing tasks.
• Staff know children well. They use the curriculum to extend children's knowledge, for example to develop their understanding of counting. Staff encourage children to understand the number that is lower and higher than the number 10.
• Staff encourage children to learn key skills in preparation for their move on to school, for example to be independent. They give children plenty of time to complete tasks on their own. Children use a knife safely to butter a cracker and pour their own drinks during snack time.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of how to hold younger children's interest during planned activities, to help them focus and engage in learning.