Sparrows Nursery

What is it like to attend this early years setting?

Children develop good bonds with staff, and this has been a strong focus since the nursery recently opened. Children show they feel safe and happy in the staff's care and respond well to their calm direction. Staff use a sand timer to inform children of a change in the daily routine. This helps children to prepare themselves and then when it is time to tidy up, they are ready and able. Children are all included in making sure that their nursery is tidy. This grows their sense of belonging and an understanding of working together. Children learn about nature and how if they throw a sycamore seed into the air, it spins as it comes back down. They liken the action of the seed flying to a helicopter. This helps children to link concepts together and learn new skills.

Children have a short circle time. Staff demonstrate how to sit crossed-legged, and this enables children to copy and follow the simple instructions. Children say 'good morning' to each other and receive praise for responding to their names. This boosts their confidence and self-esteem. Children learn to count and also recognise numbers. They receive encouragement to say numbers in differing voices and clap as they count numbers both forwards and backwards. Children giggle as they copy the managers amusing voices and actions and they understand the funny side of things. There is a clear ambition for the curriculum for all children attending the nursery. The ethos is about making sure children feel secure to then enable them to learn and develop skills for their future learning.

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

• The manager plans the curriculum that she bases on the group of children attending and their ever-changing developmental needs. She fully understands how to plan for what children need to learn next and the importance of making sure that children feel safe and build effective relationships. The manager fully recognises that learning has a sequence and that children need to embed skills before they become second nature.
• The manager is an effective role model for her staff team. The provider and the manager ensure that they support staff's well-being and foster an approach of working together. This enables staff to access training and build on their knowledge, enhancing children's learning and development.
• Key persons know children's learning needs and styles. Staff discuss what children need to learn next, so they aware of this when engaging with them. However, occasionally, staff are not always consistent in their interactions with children, which does not extend their learning even further.
• Staff use simple signing to aid children's communication skills and they can be heard singing throughout the day. For example, staff sing a simple, softly sung rhyme to gain children's attention. This enables children to focus and then redirect them to the next activity or change of routine of the day.
• Children are learning about caring for their toys and each other. However, they sometimes walk over or tread on toys, and staff are not always consistent in how they support children's growing understanding. This does not further support children's awareness of respect.
• Children understand why they need to follow good hygiene practices. They sit as a whole group for snack and mealtimes and show good manners. Staff recognise those who need support with tasks, such as pouring their drinks and when others have learned and embedded this skill.
• The SENCo has a wealth of experience in her role and uses this to support staff and children with special educational needs and/or disabilities. She enables staff to tailor activities and experiences to the needs of children and to seek further guidance from other agencies.

What the setting must and should do next

The provider should:

• build on staff's interactions with children to enhance learning further
• build on children's understanding of respect for their environment, resources and each other.