Squirrels Nursery (Watford Ascot)

What is it like to attend this early years setting?

Children are extremely settled at the nursery. They explore the environment with excitement. Children are curious and have space to investigate. Children are cared for by caring, happy and nurturing staff. They have established close bonds with the staff, who know them very well. The leadership team and the staff have focused heavily on the environment and have provided children with rich learning opportunities, both indoors and outdoors. Children enjoy their time in the garden, which is an exciting and stimulating place to learn. They carefully dig in the mud to look for insects and bugs. They carefully place a centipede in a pot to show to their friends and staff. They use magnifying glasses to examine the insect in more detail and discuss what they see. They have lists of insects that they want to find and cross them off as they see them.

Young children move around with ease and can access appropriate resources for their developmental needs. Staff are very attentive, and babies enjoy lots of cuddles and praise for their efforts. Children concentrate as they use toy animals to make marks and paint. They dip the animals' feet into the paint and make patterns on the paper. Children are developing the skills they need for future learning.

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

• Children's communication and language development is promoted throughout the nursery. Staff continually comment on what children are doing. They listen carefully to what children say and repeat sentences back to them, reinforcing what they have said and skilfully correcting any errors. Staff extend children's language using more complex words. For example, when describing something good they explain that this is 'fabulous'.
• The manager and her deputy are ambitious and forward thinking. They have high expectations for the staff and the children. The manager fully supports staff with their professional development. She is fully aware of the positive impact training has on the outcomes for children. Staff state that they are well supported.
• Children benefit from a well-planned and broad curriculum, both indoors and outdoors. The staff use initial assessments well and know what the children need to learn next. Staff place a strong emphasis on positively following children's interests when planning activities. For example, when planning for children with special educational needs and/or disabilities, staff provide drainpipes and cars, as this supports them to engage with other children. This results in children making good progress.
• Parents speak very positively about the care and education their children receive. They comment that the staff are very supportive and communicate well. They say that their children have made good progress since attending. Parents comment that the 'amazing' staff spend time getting to know their children. They say that they feel reassured that their children are safe and having fun. Parents whose children require additional support comment how grateful they are to the manager and her team for all the support and reassurance they receive and the good progress their children make.
• Children are supported to learn how to maintain their own health and well-being. For example, when children select their meals they state whether they have a regular, vegetarian or special meal. Staff ensure that children are aware of their dietary requirements.
• Staff support children to become independent. Children select and serve their vegetables, choose what fruit they want and pour their own drinks. Children put on and take off their own coats. They hang them on their pegs after finding their name. Children are encouraged to be helpers. They clean and set the tables, carefully counting the number of cups and knives and forks they require.
• Staff encourage children to take part in group activities. Children take turns to run under the parachute. They wait patiently for their name and cheer on their friends. However, there are occasions during group activities when staff do not take full account of all children's developmental needs which results in some children becoming frustrated and upset.
• Staff support mathematical development. Children playing with blocks work collaboratively to build a tower. They carefully hold a tape measure against the tower and state how tall it is. Children throw dice and say the numbers when they have landed. They are happy as they select the same number of special gems.

What the setting must and should do next

The provider should:

• support staff to take full account of all children's individual needs and abilities, particularly during group activities.