St Catherines C of E Private Nursery

What is it like to attend this early years setting?

Children are happy and demonstrate a sense of security and belonging. This is because staff prioritise children's emotional well-being. Children and staff display secure and trusting relationships due to the effective key-person system. Staff help children to develop friendships with their peers. Children show kindness and empathy with their friends. They celebrate successes together, offering praise, for instance, when they have tidied away their toys.

Leaders have developed a clear and ambitious curriculum that helps children to build secure foundations for learning. Children show active listening and respond positively to instruction from staff. Children show high levels of engagement in the wide range of learning experiences available. They behave well and staff support children to manage conflict peaceably through positive intervention. This helps children to learn how to manage future conflicts by themselves.

Leaders recognise the ongoing challenges since the COVID-19 pandemic. They support children to develop strong friendships and play together socially. For example, children work together in the 'doctor's' to make each other feel better. Children with special educational needs and/or disabilities make good progress from their start points. All children receive the support and teaching they need to deepen and consolidate learning.

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

• The ambitious and sequenced curriculum supports children to develop in the areas that matter most. Leaders have ensured that every child receives the support they need to become actively engaged in their learning and development. For example, staff ensure that children develop crucial emotional security that enables them to become positive learners.
• Communication and language are well supported. Staff offer children many opportunities to develop conversation skills and new vocabulary. Children enjoy storytelling and singing sessions that further promote their use of language. Staff use a range of Makaton signs to further support children to develop crucial communication skills.
• Staff know the children well. They tailor their excellent teaching to meet the emerging interests and needs of children. For example, children learn about capacity as they roll balls down chutes into a bucket. Staff recognise when children have specific play fascinations such as throwing. They channel these behaviours into safe activities, such as throwing beanbags into a box.
• Transitions for children are seamless. Leaders have really considered how best to support children to settle into their day. When children arrive, they enjoy an initial period of time to settle, calm and slow down. Children enjoy a 'bucket time' session. They show their developing listening and attention as they eagerly wait to see which item comes out of the bucket next.
• Children are physically active. They run and climb with enthusiasm, navigating the available space with skill. The spacious outdoor spaces offer plenty of opportunities for children to balance, develop core strength and use their whole bodies. Children show joy and delight as they make it across the balance beams without falling off.
• Staff provide a range of experiences that help children to develop an awareness of the local community. Children visit the library and supermarket. They learn about people in the community who help us, such as firefighters and police officers. Children are learning about a range of festivals and celebrations, including Diwali and Harvest Festival.
• Children are becoming aware of their personal needs. They wash their hands and manage their toileting needs. On occasions, staff step in too quickly to help children. This means children do not always have time to try things for themselves, such as putting on the dressing-up outfits. This reduces opportunities for children to become independent.
• Leaders recognise the value in professional development for themselves and their team. Recent training has helped leaders to reflect on the provision and make necessary improvements to the curriculum and teaching. Staff feel respected and valued by leaders and say that their well-being is supported.
• Parents are happy with the care and education their children receive. They feel fully informed about their children's progress and say that communication is excellent. Parents feel included in decisions made about their children and are able to contribute to their learning both at home and at the nursery.

What the setting must and should do next

The provider should:

• help staff to recognise when to provide children with more time to manage tasks by themselves, enabling them to develop their independence.