Springfield Nursery Ltd

What is it like to attend this early years setting?

The provider has created a curriculum which has a strong focus on exploring nature and the outdoors. Children are supported in learning about how farmers care for animals through regular visits to the farm next door. Children watch animals like cows and pigs grazing and eating in the nearby fields. Through child-height windows in the perimeter fences, children observe farm workers driving tractors or other vehicles. Pre-school children know the names of the various machines. Children of all ages learn about sheep, their diet, the shearing process and what wool is used for. Staff support younger children effectively to learn how to put on their waterproof clothing and boots, while older children dress themselves for outdoors, building independence skills. Pre-school children push wheelbarrows of sand to a sandpit, replenishing it for future games. They develop their core skills, coordination and strength. Staff encourage children to work together as a team. Overall, children form strong relationships with their peers, often spontaneously cuddling each other during the morning.

Children are curious and eager to participate in activities. The curriculum prepares children for the next stage of learning. Staff form warm relationships with children, offering reassurance and cuddles, when needed. They understand the positive impact strong relationships have on children's learning and development. Children of all ages make good progress and are confident. Babies and toddlers feel safe and secure in the nursery. Transitions between rooms are well planned and give children time to become confident in their new environment. Staff ensure that children with specific dietary needs are well supported, meeting their individual needs.

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

• Babies are guided to develop their independence skills. Staff support babies as they pour, weigh and mix ingredients like butter and flour, then use cookie cutters to make home-made 'Valentine's' jam biscuits. As they mix the dough with a wooden spoon, babies smile and laugh, developing their arm and hand strength. During group times, staff guide babies to dance and sing, moving to music and developing their creative and physical skills.
• The provider has a clear and ambitious vision for the nursery. Staff in the baby and toddler room implement the curriculum successfully. Babies and toddlers make good progress from their individual starting points. Sometimes, staff working with three-year-old and pre-school children are not as clear about what they want the children to learn, so the activities and support they provide do not challenge and stimulate children consistently well.
• Staff morale is high and staff say they enjoy working at the nursery. Providers support staff in being reflective in their practice and arrange regular peer-on- peer observations to support teaching and learning standards. The provider has a robust system in place to review children's progress and to keep staff up to date with the latest educational updates. However, the providers oversight of the curriculum does not support all staff to understand the curriculum securely and to know what they want children to learn, so children are consistently challenged and stimulated.
• Children are kind to others and helpful. Older children listen to instructions and respond quickly. However, when some children struggle with sharing or taking turns, staff do not consistently explain the reasons for the rules or guide children to understand the impact of their behaviour on others and how to manage their emotions.
• Parents feedback that they are happy with the care their children receive. Communication is effective and they enjoy seeing photos of the activities children have done. They report that staff are supportive, providing advice on making healthy packed lunches or with children's personal care matters. Parents recommend the nursery to others.
• Children in the baby and toddler rooms are happy and secure. There is a strong key-person system in place and staff know the children in their care well. At times, there are some weaknesses in staff deployment in the three-year-old and pre-school rooms, which impacts on some children's engagement. Staff support the more confident children during busier parts of the session, while new children watch others contentedly but do not play or take part in activities. At mealtimes, as staff move between rooms, there are less staff to support the children. Without attention and interaction from staff during these short times, children become unfocused and overexcited and they leave the table before they have finished their meal.

What the setting must and should do next

The provider should:

• support staff to be clear about what they want children to learn, so the activities and support they provide challenges and stimulates children consistently well
• ensure staff consistently guide children to understand the impact of their behaviour on others and how to manage their emotions
• improve staff deployment to support all children's engagement to higher levels.