Spring - Northumberland Heath

What is it like to attend this early years setting?

The manager and the staff create an environment where children and their families feel they belong. The manager works well alongside staff, and they all know the families and their children's needs. From the moment children enter the nursery, staff are on hand to welcome them warmly into their rooms. All children separate easily from their parents and carers. Staff are nurturing and attentive, and they make sure that all children are settled, happy and feel safe. For example, they know that some babies new to the setting enjoy being rocked to soothe them, which helps them to feel secure.

Children behave well because staff keep them occupied and engaged in exciting activities. Staff teach older children the rules of the setting so that these children learn to regulate their own behaviour and be kind towards others. Children enjoy their learning and develop positive attitudes towards their friends and good social skills in readiness for school.

The manager has clear curriculum aims for all children, including those who are most able and those who have gaps in their learning. She knows what she wants children to learn as they progress through the nursery and on to school. All children, including those with special educational needs and/or disabilities (SEND), make the best progress they are capable of.

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

• The provider has recently strengthened the systems for recruitment and vetting. The manager follows these processes well with ongoing checks to ensure that staff remain suitable to care for children. She has a realistic understanding of the strengths of the provision and what can be done better. She provides regular supervision meetings for staff to help them continually develop their skills and enhance children's learning.
• All staff share the manager's vision for children's learning. They understand and implement her curriculum aims well overall. Staff sequence the curriculum well throughout the nursery. Their sharp focus on children's personal, social and emotional development provides the foundation for their future learning. From babies through to pre-school age, all children enjoy opportunities to develop confidence and independence according to their ages and abilities.
• Staff help children to become ready for transitions into the different age groups within the nursery and for school. Occasionally, they do not take all opportunities to help children concentrate during some activities, for example, when noise levels rise. At such times, some children lose concentration and become distracted.
• Staff support children with SEND effectively. They involve them well in the activities that they enjoy. Sometimes, they do not engage them as well in other activities to deepen their knowledge and skills. This does not detract from the good care that staff provides. Staff also work closely with parents and outside agencies to secure the help that children need.
• Staff help babies and toddlers to develop their early physical abilities through opportunities to stand, walk and move in different ways. By the time they reach pre-school, children show good physical skills. For instance, they handle tools with increasing control and exercise to develop their larger muscles.
• Staff form close bonds with all children to help them develop trusting relationships. Babies new to the setting initially cuddle up with their key person to settle. They become less reliant on this support as they begin to show interest in the activities and experiences that staff provide. Staff use distraction well to engage children and to help them develop positive attitudes towards their learning.
• Staff across all age groups encourage children to develop good communication and language skills. They narrate play well and introduce new words such as 'massive' and 'hydrated', which older children use in context as they play. They ask interesting questions to help children think and respond. Babies hear new sounds and words during stories, and toddlers enjoy repeating words. Pre-school children confidently speak about what they are doing and can explain the rules, such as only running in the garden.
• Staff work well with parents to share information about local services, the nursery and their children's progress. Parents speak favourably about the staff team and the care and education their children receive. They feel that their children are safe, well educated and happy. They report that staff understand their children's abilities and encourage their children's progress well.

What the setting must and should do next

The provider should:

• use all opportunities to enable children to concentrate during their everyday routines and activities to prepare them for their future learning
• strengthen support for children with SEND to encourage them to socialise and join in even more in all learning experiences.