Snapdragons Nursery Weston

What is it like to attend this early years setting?

The nursery provides a homely, comfortable environment, where children are made to feel welcome, safe and valued. Children settle quickly and thoroughly enjoy exploring the interesting range of resources and activities available. They are independent learners who make choices about their play with confidence. Babies and toddlers, for example, show great curiosity as they explore play spaces. Children are extremely well behaved and attentive. For example, older children show great concentration as they take part in a listening activity and experiment with making sounds quieter and louder. Staff know children well and use effective teaching methods to support them to make good progress from their starting points. They explain, demonstrate and ask questions to engage children fully.

The nursery remained open throughout the COVID-19 pandemic. Staff maintained good contact with families of those children not attending during this time and provided activity packs to help parents support their children's learning at home. Parents still drop their children at the door to reduce the risk of infection. Staff from their child's room have a brief discussion with them to ensure that important information is still exchanged.

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

• Staff use what they know about the children to identify what each child needs to learn next and to support their learning. They interact well with them and offer praise and encouragement to engage them and give them a sense of achievement. They help all children, including those who may need additional support, to be ready for their next stage of education.
• Staff encourage children's communication skills well. Older children are confident communicators who initiate conversations and interactions. Younger children use signs and words, saying 'please' and 'thank you' when they are given food or drinks. They understand what is said to them. For example, when staff say it is snack time, children head straight to the table to find a seat.
• Children's behaviour is exemplary. Older children negotiate with one another to take turns with equipment and even babies are starting to share. For example, they hand pretend food to others and take turns in conversations on the pretend phones. Toddlers share equipment as they build sandcastles. They show tolerance and perseverance. For example, when sandcastles get knocked down, they build them again and do not get frustrated.
• Staff generally use effective methods to support children who are learning to speak English as an additional language. For example, parents supply key words in the child's home language before they start. However, there are inconsistencies in the encouragement offered to children to use their home language in play and learning to further support their overall language development.
• Children of all ages show an excellent understanding of good hygiene practice. Toddlers ask for tissues to clean their runny noses and know to put the used tissues in the bin. Staff talk with children about the importance of cleaning hands when coming in from outdoors and remind them to use soap to get rid of the germs. Children know they need to do this before eating too.
• Leaders reflect on the quality of the provision and make positive changes to improve outcomes for children. For example, they recognised that the nursery did not promote diversity as much as possible. They attended relevant training and used what they learned to develop this aspect of the provision further. There is now a greater focus on valuing and celebrating children's individual backgrounds and a variety of new resources has been introduced to help children learn about similarities and differences.
• There is a strong focus on staff well-being. Leaders have introduced an employee assistance programme where staff can access counselling and there is a well-being champion who can provide advice and information if staff need support.
• Leaders have introduced 'in the moment' planning and are using the 'curiosity approach' to support children's learning. These are working generally well and children relish exploring the stimulating new resources. However, staff's ability to extend children's learning and introduce other areas of learning, including mathematics, during activities is not yet fully embedded.

What the setting must and should do next

The provider should:

• embed staff's ability to include and build on all areas of learning during children's play, with particular regard to mathematics
• provide more consistent support for children who are learning to speak English as an additional language.