Springfield Park Rd Nursery

What is it like to attend this early years setting?

Children arrive at the nursery after a long summer break, happy and motivated to learn. They are greeted by friendly, attentive staff who know them and their families well. This helps children to feel safe and secure. Children settle in quickly and immerse themselves in the unique, stimulating environment, that reflects their community. They enjoy independently choosing what they want to play with.

Children develop their emotional development, small-hand muscles, and hand-to-eye coordination. For example, as children play with the play dough, adults support them to explore their feelings. Children talk about missing friends, and things that make them happy. They also use a range of materials like shells and stones to make faces. Younger children enjoy playing in the water. They spend time filling and emptying containers with water beads using various scoops. As they do this, adults teach children concepts, such as full and empty. Children also enjoy counting how many scoops it takes to fill the containers. This supports children's mathematics and counting skills.

Children exhibit good behaviours. They are kind, and respond well to regular praise. Children show positive attitudes towards their learning and make good progress. This ensures children are ready and well-prepared for their eventual move to school.

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

• The manager has designed an ambitious curriculum that is clearly sequenced to support children to learn through the stages they need to make progress. Staff have high expectations for children, and know each child well. They gather detailed information when children start. This enables staff to plan experiences to build on what children already know and can do.
• Staff model good language. However, in their enthusiasm, some of the less experienced staff ask children too many questions. This does not give them time to think, respond and express their ideas. Children who speak English as an additional language acquire the English language quickly; as staff skilfully communicate with children in their own language, alongside English words and pictures.
• Children with special educational needs and or disabilities are extremely well-supported. The manager and staff have strong links with outside agencies and incorporate their expert recommendations into each child's individual plan of support and sharply focused targets. This ensures children make the best possible progress they can.
• The nursery environment is reflective of children's home lives. Parents send in material, packaging, food, and various cultural artefacts from their homes. Staff display and implement these materials across the setting. This contributes to children's high levels of self-esteem as they feel celebrated, proud and enjoy talking about their community, culture and family.
• Children enjoy independently selecting healthy vegetables to eat. Children also enjoy brushing the model teeth set out for them and learning about the importance of good oral hygiene. However, staff overlook some opportunities to teach children about healthy eating and the importance of regular exercise.
• Staff successfully support children's self-help and independence throughout daily routines. Staff encourage children to choose and access their own toys, wash their hands ready for snack and tidy up.
• Parents are pleased with the progress their children make. They report their children's confidence has increased, they have learned lots of new words in English, and tell of how supportive and caring the manager and staff are. Parents also say their children have made good progress and feel they will be well-prepared for their eventual move to school.
• The passionately dedicated manager shows a good commitment to the professional development of her team. Overall, this supports staff practice, well-being and helps leaders and managers to identify any additional training needs. For example, the manager has identified less experienced staff need more training on how best to interact with children in order to best support communication and language development.
• Children benefit from the strong links the setting has with the local school. They share information with parents and reception teachers to support children's transition when they start school. This helps to keep children safe and supports a smooth transition.

What the setting must and should do next

The provider should:

• continue to support staff to further develop their knowledge and practice of different strategies to use to support children's communication, language and thinking skills
• teach children the benefits of healthy eating to help them understand how they can keep themselves fit and well.