Squirrels of St Marys

What is it like to attend this early years setting?

Staff have a strong, inclusive ethos for children with special educational needs and/or disabilities (SEND). Children of all abilities eagerly engage in physical activity. They stretch and jump, bend and hop. They move with confidence across crates, planks and tyres. Children have access to quiet areas that are carefully arranged with cushions, curtains and lights. This helps children with sensory processing difficulties or who struggle to regulate their emotions. As a result, children with SEND make good progress and are able to access learning alongside their peers.

Compassionate staff help children to be calm and content in this relaxed setting. They play, talk and eat together with smiles and laughter. Children's behaviour is good. They help each other in group tasks that are ably supported by adults, for instance building a sand volcano with hands and spades. Children share resources sensibly, such as taking turns on balance bicycles and obstacles courses.

Children demonstrate a love of the outdoors. They run and chase each other outside, undeterred by cold, wind or rain. They independently fetch blankets or coats to stay warm, showing good self-help skills. The energetic staff have very good relationships with the children. This helps children to feel safe and secure and allows them to take risks in their play. For instance, children answer an adult's challenge to jump off a ramp in different ways.

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

• Staff have identified the social and emotional impact of lockdowns on babies as a result of the COVID-19 pandemic. Consequently, additional care is taken when young children first start at the nursery. Parents are invited to stay for extended settling-in periods. Photo books and illustrated stories that depict social situations are used to familiarise young children with new adults and routines. Parents of new starters report that their children have settled quickly and look forward to coming to the nursery.
• Staff use a range of effective techniques to support children to understand. For example, they make consistent use of Makaton, visual cards and visual timetables. These allow children to see how tasks are broken down, such as instructions for using the toilet, and to know what is happening next. In addition, staff use single words or short phrases to make instructions clear. However, at times, language is over-simplified and does not extend the language development of the older or most able children.
• Children with SEND follow individual education plans under the guidance of the enthusiastic special educational needs coordinator (SENCo). She seeks feedback from staff and parents to plan interventions that focus on specific areas of need, for instance language groups to support children's social communication. The SENCo's work is underpinned by staff who are sensitive to the needs of children with SEND and have built trusting relationships with them. As a result of this support, children with SEND are improving their language and emotional regulation.
• The positive and engaging manager is continually evaluating ways to enhance the provision for the children. She has increased access to painting materials in all areas of the nursery, which further develops children's creativity and spontaneity. There has also been a redevelopment of the small-world area and a sensory exploration area for babies. In addition, the provision of more age-appropriate gym equipment outside has provided children of all ages with safe and engaging spaces in which to play and learn.
• Staff feel well supported by management. They have regular supervision sessions to discuss their individual progress. Staff help each other as a team, for instance making sure resources are available in different rooms when needed and ensuring that children receive appropriate adult support at all times. This means that children learn in a happy and supportive environment.
• Children are encouraged to develop a deeper appreciation and understanding of the natural world. They explore the colours and shapes of plants and inspect insects. When one child recoils at a 'disgusting' slug, staff support them to look closer and investigate. Soon, children decide to 'rescue' the animal and want to become involved in its care. Children are helped to look beyond their assumptions and open their minds to new ideas.

What the setting must and should do next

The provider should:

• support staff to provide more consistent opportunities for children to experience language that is appropriate to their level of language development.