Southover Nursery School

What is it like to attend this early years setting?

The children arrive happily and are greeted warmly. The curriculum is well thought out to support all children to make progress. Staff communicate daily to discuss children's needs, interests and learning. This helps children to become highly engaged in experiences that develop their fascinations. For example, while digging for fossils in the sand, children discuss their goals to become 'archaeologists' and 'palaeontologists'.

Staff support children's language development effectively, for instance through books, poems, songs and interactions. They encourage children to experiment with language through familiar songs at music time. Children's emotions are supported effectively by staff. For example, when children struggle to share, adults support them to manage how they feel. Children with special educational needs and/or disabilities (SEND) are well supported.

Leaders work with local schools to consider which skills are beneficial at school. This helps staff to plan interesting activities to support literacy and mathematics skills. For example, they plan a treasure hunt to provide children with mark-making opportunities, and children experiment with weight and capacity in the sand with playing scales. Staff make effective use of any additional funding children are entitled to, helping to close any gaps in learning and development.

Staff give clear and consistent guidance, which helps the older children to understand the routine and what is expected of them. For example, during snack time, children find their snack and name card, then tidy up before going to the garden.

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

• Language development is well considered within the curriculum. Staff enhance children's speech by choosing and introducing complex words into conversations, such as 'anemones'. Staff read stories with enthusiasm and children listen intently. Staff and children passionately discuss the story, which leads to rich knowledge sharing on tsunamis.
• Key persons plan activities based on their secure knowledge of the children's needs, interests and next steps. This results in children being highly motivated, engaged and ready to explore. Interactions between staff and children provide opportunities to extend children's thinking. For example, staff encourage children to use their senses to explore the sea creatures in the water tray.
• Children explore physical development through weekly music and movement sessions and regular yoga sessions. Staff support children to experiment with different ways to move their body and children gain good physical skills.
• Children are consistently reminded of the rules. Staff redirect children's behaviour by understanding their needs. Children's emotions are well supported. For example, staff comfort and support children who have conflicts with their friends. Children's care needs are sensitively met and staff tell children before they wipe their nose.
• Staff support children's self-care and independence. They plan activities for children to learn about sun safety. This helps children to protect themselves in the sun. For example, they regularly access water during outdoor play. The nursery bear 'Henry' goes to children's homes and promotes discussions around healthy eating and oral hygiene.
• The setting works effectively in partnership with parents. Parents report that the staff are nurturing and support children's well-being. Staff share children's progress, learning and ways that they can be helped at home with parents. Parents are provided with termly questionnaires to share their views. They are invited into the setting to share a hobby or profession. This helps children experience a consistent approach to their learning and care.
• Staff understand children's backgrounds and home lives. They plan a range of experiences for all children, including those with SEND. Children celebrate festivals such as Christmas and Diwali. They explore food tasting through an activity based on 'The Very Hungry Caterpillar'. This helps children to explore the lives of others and engage in a wide variety of experiences.
• Children with SEND make good progress. Staff work collaboratively with parents and outside agencies to meet their needs. Funding is used effectively to support children's well-being and learning. For example, they have developed the use of an interactive bucket to encourage children's focus and joint attention. Staff provide space and a sensory tent for those that need it.
• Staff use strategies such as 'traffic light' cards, as well as cues and songs, to support the children with transitions throughout the day. As a result, older children are confident to independently follow the routine. However, younger children are not always provided with appropriate visual support during transitional times. At times, this can mean they do not understand what is happening or what to expect next.
• Leaders have a clear vision for the setting. They are reflective about what is working well and what needs improving. Staff feel well supported and have regular supervisions. Staff's professional development is supported by the leaders, and as a result, staff's skills are utilised well in the setting. They follow safer recruitment procedures to check staff are suitable to work with children. Staff are thoroughly inducted so they feel competent within their new role.

What the setting must and should do next

The provider should:

• review and improve arrangements for supporting younger children during daily routines, to help them understand what is happening and what to expect next.