St. Andrews Day Nursery

What is it like to attend this early years setting?

Children arrive at the nursery excited to begin their day. They receive a warm welcome from enthusiastic staff who know them exceptionally well. Staff are kind, gentle and nurturing towards children and give them lots of cuddles and reassurance when needed. This helps children to feel safe and secure in their care. The nursery is spacious and inviting. Children have tremendous fun outdoors while digging and exploring, balancing on walkways and running about the space. Babies giggle with staff as they slide down the equipment into low-level water. Staff are highly skilled and meticulously arrange and adapt the environments specifically for the current needs and interests of children. This helps to motivate children of all ages to explore, build on their play and lead their learning. As a result, all children make very rapid progress, including children with special educational needs and/or disabilities (SEND).

Children behave exceptionally well. Staff use gentle reminders to use 'kind hands' and to wait for their turn. They consistently encourage all children to use their good manners and give praise in abundance when children behave positively. This helps children to know and understand the behaviours that are expected of them. Staff help older children learn to regulate their behaviours and resolve minor disputes themselves. Children show excellent attitudes to learning. They are very well prepared for their future learning.

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

• Leaders and managers have designed a curriculum that has highly ambitious intentions for what they want children to achieve. Staff gather detailed information from parents when children first start, which tells them what children know and can already do. Staff make precise decisions about what children are ready to learn next. They place utmost priority on the provision of activities and opportunities that help to deepen children's understanding and develop their skills rapidly.
• Communication and language are promoted exceptionally well. Babies enjoy close interactions with staff, who use varied tones as they engage them in talk. For example, babies learn new words while they engage in a doll-washing activity. Staff name facial features for them to find to wipe next. Babies begin to copy and use these words during play. Toddlers enjoy singing and sharing books, talking about what they see in the pictures. Older children include lots of descriptions in their well-structured sentences. Staff gently encourage quieter children and help build their confidence to speak among the group.
• Staff use highly effective methods to teach children who are nonverbal to communicate their feelings, wants and needs. Children are taught to use simple signing and staff develop communication boards, which enable nonverbal children to communicate successfully with staff and their peers. For example, children are observed to sign with their peers, which helps them to build friendships and have fun as they play and run about with others.
• The support for children with SEND is exemplary. The special educational needs and disabilities coordinator works closely with parents, professionals and staff to ensure that children receive tailored support to make the progress they are capable of. The guidance given to staff is highly comprehensive and enables them to fully ensure the provision is inclusive for children. This practice is worthy of dissemination. As a result, children with SEND develop exceedingly well from their starting points.
• High priority is placed on children's development of independence. For example, babies use both hands to manage cutlery successfully at mealtimes. Staff build on these skills as children become increasingly capable. Children learn how to manage their personal care, dress, undress and show expert skills with the use of varied tools, such as cutlery and mark-making tools. They show high levels of self-esteem and confidence in their abilities.
• Leaders and managers create a highly reflective culture among the staff. Children are central to their work in the nursery. Managers prioritise staff's continuous professional development and work with them to ensure they receive the training, support and guidance they need to fulfil their roles as effectively as possible. Staff speak highly of managers and comment especially on how well they are supported at work and how their well-being is considered.
• Parents are extremely positive about the experiences their children gain at the nursery. They value the regular and detailed information they receive about their children's learning and the support given to continue this learning at home. Parents commend how staff adapt their teaching to ensure the provision for all children is inclusive.