St Andrew's Prep Nursery

What is it like to attend this early years setting?

Children settle quickly at this nursery. They are met with warmth and a smile by an attentive and nurturing staff team. Children enter a stimulating environment where staff challenge them through a broad variety of activities. For example, babies are encouraged to climb and play peekaboo with adults. They squeal with joy and listen intently to new words such as 'splash' and 'clap' that staff use in conversation with them. Older children are encouraged to think of ways to build a high tower. They play collaboratively with their peers and persevere when the tower tumbles over. Children show a can-do attitude as they shout, 'Let's do that again!'

Children develop positive relationships with staff and are encouraged to be confident about themselves. Children beam with joy as staff cuddle them during a story. They are praised for trying to do things independently, such as washing their own hands and putting away their belongings. This helps to raise their self-esteem and confidence.

Children demonstrate that they feel happy and safe. They talk to the inspector and invite her to play with the toys. They are confident and content in the company of adults. Children are kind and respectful to each other and to adults. They share with each other and wait their turn, using sand timers to help them.

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

• A key strength of the nursery is the use of well-planned arrangements that help to assist children who are moving between rooms. This fully supports them when they start their next stage of learning. For example, all children have a very detailed transition programme which helps to ensure a consistent and smooth progression in their learning. As a result, children are emotionally ready and are seamlessly integrated on to the next stage.
• Overall, parents are very impressed with the quality of care and education that the nursery provides for their children. They comment that their children cannot wait to arrive at the nursery, and they feel their children are very well equipped to start school. Parents write about the wealth of the learning experiences and the detailed feedback given about what children are currently learning. However, this is not consistent throughout the nursery, and some parents have highlighted that communication could be improved and ideas from the nursery staff for supporting learning at home would be appreciated.
• There is strong leadership and management in the nursery. Areas for improvement have been accurately identified and managers have targeted the necessary support across the staff team. As a result, staff plan educational activities based upon children's existing knowledge. Managers have plans in place to address the minor inconsistencies that have occurred in communication with parents.
• The skilled staff team uses effective methods to support children's emerging language and literacy skills. Staff make use of a wide range of books and use singing and rhyming activities to build children's language skills. Staff provide a narrative to children during activities. They repeat children's sentences to them in order to consolidate their language. Consequently, children develop confidence in speaking.
• Children learn about healthy practices. They have opportunities to play outside in the fresh air, in all weathers. For instance, they attend a nearby forest school in the woods and enjoy tennis lessons, which effectively supports their physical development. Children eat a broad range of home-cooked, nutritional meals. They sit with the staff and their peers, talking and enjoying the tasty food. However, there are times when staff do not make use of meal and snack time to discuss the impact that food has on our bodies. As a result, children do not always fully appreciate the benefits of healthy eating.
• Children who need additional support benefit from high-quality, one-to-one teaching. Targeted interventions provided by the special educational needs coordinator and the talented staff team ensure that all children make progress from their starting points. Regular assessments allow staff to monitor and provide effective educational challenges for those children who are progressing beyond initial expectations.
• Managers have fully considered the impact that the recent COVID-19 pandemic has had on some children's social, independent and communication skills. Children have received enhanced support in these areas, which has allowed them to make steady progress. Children are learning to regulate their emotions, do things for themselves and speak with confidence.

What the setting must and should do next

The provider should:

• enhance partnerships with parents so that information is regularly shared about their children's next steps and how they can continue learning at home
• build on learning opportunities as they arise to extend children's understanding of making healthy choices.