Springfield Day Nursery

What is it like to attend this early years setting?

Children are warmly welcomed into the nursery by staff who are friendly and approachable. Those who are new to nursery are provided with sensitive care and reassurance by their key person. Babies' individual needs are well met and their care routines from home are acknowledged and followed. Young children are offered reassuring cuddles as they become tired and are gently soothed as they settle for a nap. Children know how to behave because staff act as good role models, supporting them to care for each other and their environment. Children respond positively to praise. They are polite and kind.

Children experience a well-planned curriculum, with a good balance of free choice and adult-led activities. The curriculum is equally strong inside and outdoors. There is particular focus on supporting children to 'learn by doing' and to develop a love of books. Children are encouraged to be as independent as they can be as they take part in nursery routines. They are supported to lead healthy lifestyles. Children use their imaginations in the role-play areas. They create freely with paint and practise early writing skills with a range of media. Children show good levels of perseverance as they successfully complete puzzles. They count and calculate with confidence as they play in the large sandpit and find out about cause and effect, as they use equipment in the water tray.

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

• The experienced and well-qualified owner/manager, along with her deputy, leads the staff team effectively. Newly appointed staff are appropriately inducted to ensure that they fully understand their roles and responsibilities. All staff are well supported. They receive regular supervision and coaching and benefit from external training opportunities, to further enhance their practice.
• Staff are well deployed. They get down to the children's level, modelling how to use resources. Babies, who are not yet walking, are provided with resources and support to practise these skills. Toddlers excitedly choose their own animal from the story sack as staff read a popular story about a zoo with awe and wonder. Older children learn to care for living things, as they feed the chickens that live in the nursery garden and see if they have laid eggs.
• All children, including those who speak English as an additional language or are slower to speak, benefit from a language rich environment. Staff provide commentary and support correct pronunciation. Staff sound out the beginning of words, such as 'nnnnn' for November, to help children recall words and practise their speaking. Children hear new vocabulary, such as the word 'sphere', as they sculpt shapes using shaving foam. Children confidently handle books and carefully turn the pages. Older children understand what an author does and know the name of the author of their favourite book.
• Staff make effective use of observation and assessment to identify and reduce any gaps in children's development. The special educational needs coordinator ensures that children with special educational needs and/or disabilities are offered good support. She is swift to work in partnership with parents, and other professionals, in order to help these children reach their full potential.
• Management and some staff demonstrate strong teaching skills. They use high-quality conversations, posing questions to extend children's learning. They help children to recall previous learning as they hold interesting discussions about the weather, while children measure rainfall in the rain gauge. The staff build on what the children already know as they discuss that some, but not all, trees lose their leaves in the autumn. However, this high level teaching is not yet embedded. Not all staff sequence and extend children's learning as effectively.
• The management team and staff are sensitive to the potential effects of the COVID-19 pandemic on children and their families. During national restrictions, they adapted the environment and their practice so that children could continue to attend. Parents are complimentary about the service. They feel well informed about their children's progress. Parents receive some ideas to continue learning at home. However, those with children who are learning to speak English as an additional language are not so well supported to help their children to hear and practise speaking English at home.

What the setting must and should do next

The provider should:

• support staff, particularly those who have less experience and knowledge of teaching, to build on what children already know and can do, to introduce more challenging concepts and ideas and to help children to develop their learning and do even more
• enhance support for those families of children who are learning to speak English as an additional language, so that these children have more opportunities to hear English and practise speaking English at home, as well as in the nursery.