Spon Lane Day Nursery

What is it like to attend this early years setting?

Leaders aim to create a home-from-home environment where they celebrate each child as unique individuals. Staff create a welcoming environment where children feel secure and valued. They know the children well and use this knowledge to plan their teaching. Staff respond warmly, using praise, hand signing and routines to help children feel understood and confident. They support transitions carefully, so children feel secure as they move between rooms and routines.

Leaders have designed a curriculum that builds steadily from babies to pre-school. It is shaped around children's interests and what they need to learn next. Each room has clear learning priorities, for example turn-taking in toddlers and emotional awareness in pre-school. Staff plan activities that link to these goals and adapt them for individual children. They use visual prompts, focus stories and interest boxes to help all children take part. Children build confidence, strong communication skills and independence.

Children behave well and respond positively to the consistent approach of staff. Staff expectations are clear. They use simple language and tools such as sand timers to support turn-taking and cooperation. For example, when children finish using a cycling helmet, they offer it to friends without staff prompting them. Children start to manage their behaviour independently.

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

• Leaders have established clear systems to monitor practice and evaluate what works well for the children and their families. They seek the views of staff and parents and use this feedback to shape improvement priorities. A recent focus on behaviour management has led to positive changes and a consistent, progressive approach across the setting.
• Leaders are committed to staff's professional development and create a culture where staff feel supported and valued. Apprentices receive regular guidance and time to complete training tasks, while new staff benefit from well-planned induction arrangements. Staff have access to relevant training, such as recent courses on inclusion, and strategies to close learning gaps.
• Leaders and staff value strong partnerships with parents and work hard to build trust. They communicate regularly through face-to-face discussions, written reports and digital platforms. Parents feel involved in their children's learning and speak positively about how staff listen to them, act on their feedback and work in partnership to support children's progress at home and in the setting.
• Leaders and staff use a well-developed assessment system that is applied consistently. They identify children's progress and next steps accurately, using this information to shape teaching and plan targeted support. Leaders monitor assessment closely to ensure that all children are making progress.
• Leaders and staff work closely with outside agencies to ensure children with special educational needs and/or disabilities (SEND) get the right support at the right time. They act on advice from other professionals to plan targeted interventions that meet children's communication and learning needs.
• Staff provide well-chosen resources indoors that support the younger children's early exploration and play. However, they do not yet plan consistently for physical challenge in both the indoor and outdoor areas. This reduces opportunities for large muscle development and risk taking.
• Staff provide regular outdoor learning and set up a range of activities that engage older children's interests. However, they often replicate indoor provision outdoors without fully considering how to use the outdoor space to offer broader experiences that support children's learning across all areas.
• Children show high levels of curiosity and enthusiasm in their play. In the mud kitchen, they plan a pretend birthday party together, assigning roles and gathering props with confidence. They engage socially, using language like, 'I'm the special helper,' and building ideas together. These interactions show their enjoyment of learning and their growing ability to cooperate, imagine and express themselves clearly.
• Staff promote children's independence and healthy habits through routines and play. Oral hygiene is a key focus, with children taking part in toothbrushing activities, singing toothbrushing songs and learning about caring for their teeth through role play. Children understand how to look after their health from an early age. They take on meaningful roles, such as helper of the day, which builds confidence, responsibility and a sense of belonging.
• In response to a post-COVID dip in communication skills, leaders have converted a former sensory room into a dedicated library space and introduced a lending library to encourage shared reading at home.

What the setting must and should do next

The provider should:

• enhance opportunities for younger children to build physical confidence and strength across the learning environments
• consider how outdoor activities are planned for the older children to fully extend their learning experiences and make the best possible use of the available space.