St George's Nursery & Pre School

What is it like to attend this early years setting?

Children thrive at this exciting, home-from-home nursery. They arrive happy and eager to learn. All children, from babies through to the pre-school, show they are safe and secure in their play as they explore freely. Children engage in the purposeful activities that the staff create, which are tailored to individual needs. Staff respond immediately when they recognise that children are showing an interest in something new, such as babies wanting to climb. They skilfully bring new resources out to encourage this physical development.

Staff provide a broad curriculum based on meticulous assessment, with children at the centre of their planning. The dedicated, experienced staff use every opportunity to extend children's learning. For example, staff recognise the importance of providing a variety of books, both inside and outside. At story time, staff give older children the choice of two books. Children vote for their favourite story by placing a token in the pot next to the book they would like. The knowledgeable staff ask children to predict which story they think has the most tokens. They acknowledge the opportunity to further develop mathematical skills by encouraging the children to count the tokens. Staff read the chosen story to the children enthusiastically, engaging them with effective, thought-provoking questions.

Staff have high expectations for children's behaviour and attitudes to learning are exceptional. Children show high levels of respect for the resources they play with. They care for each other, offering cuddles when they accidentally bump. They confidently speak up in group activities to ensure their friends get a turn. All children, including those with special educational needs and/or disabilities (SEND), make excellent progress from their starting points.

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

• Leaders support the staff extremely well. They provide many opportunities for staff to develop their skills and knowledge. For example, they have created a social platform to share ideas and good practice. Staff comment that they receive effective supervision and are regularly observed in their work. This helps to constantly develop and refine their practice. Staff report their well-being is very good due to the support they receive from the leadership team. This helps to ensure staff continue to deliver excellent teaching to the children.
• Partnerships with parents are exemplary. Leaders have exceptional relationships with parents. They provide ideas and suggestions to support the children's learning and development at home. This includes sending home 'Gruffalo' themed play dough bags, complete with spikes. This helps to encourage children's imagination as they make their own creatures. The leaders support the whole family, acting as advocates for the families as they signpost and refer to other agencies. This joined-up approach helps to ensure children flourish in their learning and development.
• The dedicated staff know the children incredibly well. Individual, tailored programmes ensure they respond extremely effectively to children's needs. A well-established key-person system helps to ensure children's safety and well-being. Staff implement safe sleeping practices with the babies and toddlers and closely follow the children's home routines. This helps to build on their attachment and security. Staff encourage children to wash their hands before meals and after using the toilet. Children are beginning to understand the importance of healthy lifestyles.
• There are excellent arrangements to promote children's communication and language skills. Staff use Makaton signing as an integral part of their communication for all children, particularly for those who have yet to gain their voice. Staff plan small-group activities to help to encourage the children's speech. Children are very familiar with the sessions and squeal excitedly as they play 'splat' and splash the bubbles. The skilled staff respond to the children's individual needs as they lead the activity. Children concentrate intently as they explore the resources in the 'bucket'. This helps to develop children's communication and attention skills as they enthusiastically join in the game.
• Staff create an environment designed with children in mind. Children become engrossed in their play and show a deep level of involvement as they experiment with the real cameras and practise their skills on the typewriter. Children enjoy playing with the old-style telephones. They chat animatedly to the caring staff, who join in with the imaginary play.
• Leaders work exceptionally well with local schools and other settings children attend. They find out what reception class teachers would like children to be able to do. They use this knowledge to plan activities to support the children in readiness for their next stage of learning. In addition, they create photo books about the settings to help the children familiarise themselves with the new surroundings. The leadership team works in partnership with childminders to ensure children attend the same school taster days as their friends. This helps to create smooth transitions and supports children's emotional well-being.