Spinney Day Nursery-Bell Meadow

What is it like to attend this early years setting?

Children happily come into nursery, where they are greeted by kind and caring staff. Children form strong relationships with staff. This helps them to feel happy and secure. Children behave well. They are taught how to share and respect each other. Staff gently remind children of the correct expected behaviour when minor conflicts arise. For example, they are taught how to wait patiently for their turn. Staff have high expectations for all children and plan a curriculum that takes into account children's interests. Children show a positive attitude to their learning. They are motivated to explore and engage in different activities. For example, children persevere with using tweezers to sort objects by colour into small bowls. Younger children enjoy discovering faces underneath spaghetti hair and exploring different textures as they play with jelly.

Children have opportunities to be physically active and develop coordination and control. They show immense joy at being outside in the garden and in the newly developed forest school area. They learn how to keep themselves safe as they explore the area. They demonstrate strong physical skills as they run, jump and weave in between trees. Children happily access activities and resources throughout the day, allowing them to experience all areas of the curriculum. Routines are well established, especially hygiene routines. For example, children consistently wash their hands before eating and after using the toilet. This supports children to lead a healthy lifestyle. Independence is promoted. For example, children in the toddler room are asked to put on and take off their shoes, and children know how to dress themselves. This prepares children for their next steps.

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

• The manager has a clear intent for the curriculum, focusing on children's confidence, independence and communication skills. Staff talk about planning activities that build on children's prior knowledge and skills. However, the learning intentions of activities are not always clearly defined. This means that children do not always build on their prior learning successfully.
• Parents speak very highly of the nursery, which they describe as a 'home from home'. They report positively on their children's progress since attending the nursery and on staff's dedication to getting to know them. Parents say they are informed well about their children's learning and development via a secure online app. This helps them to contribute to their child's learning. Parents comment that their children enjoy the food provided.
• Leaders and managers have created a positive and happy working environment, and staff enjoy coming to work. Staff report that they are well supported in their roles and that their workload is manageable. Leaders go above and beyond to ensure that children attend a positive and caring learning environment and that staff are confident in their responsibilities. Leaders provide opportunities for staff to further their own professional development, which helps to increase their knowledge and understanding.
• Children thoroughly enjoy their time in the forest school area of the garden. The passionate teacher develops children's learning by following their interests. They hunt for insects and make hot chocolate on the camp fire. This strengthens children's awareness of nature around them. However, children have fewer opportunities to learn about the diverse communities and world in which they live.
• The special educational needs and disabilities coordinator (SENDCo) knows the importance of working with parents and professionals involved in the children's care to fully support them to achieve. The SENDCo provides support to parents, such as help with filling out forms and signposting further help and advice. This ensures that children with special educational needs and/or disabilities are provided with the appropriate support they need.
• Opportunities for children to develop their communication and language skills are good. During circle time, staff talk to children about the weather and their feelings, and they sing songs to support their communication and language skills. This helps them to become confident communicators.

What the setting must and should do next

The provider should:

• encourage staff to focus more precisely on clearer learning intentions for activities to support what children need to learn next
• increase opportunities for the children to learn about different cultures, religions and faiths other than their own.