St. George's Nursery School

What is it like to attend this early years setting?

Children smile as they are greeted by their key person, and then walk confidently to their rooms. Children show their strong relationships with their key people. Children build a sense of self from the moment they arrive. Older children find their name and photo from a board. They place them on the self-registration board. Babies watch as their key person hangs their belongings up and places their water bottle in a basket.

Throughout the day, children show respect for one another and staff. Pre-school children work together to make a long 'colourful snake' on the floor. They piece together small cube bricks to make it longer. They revisit this alongside staff at different points in the day. Staff and children lay down next to it to see how tall they are. Staff encourage children to count and name their snake. Toddlers hand each other carrots in the play kitchen to cook with. Babies carry other children's water bottles to them after being shown by staff who it belongs to. Children behave impeccably well and are aware of the expectations staff have for behaviour. Staff model behaviours and support children to engage with the environment. For example, when staff give pre-school children instructions, they put on protective goggles, hold a hammer and tap nails into foam.

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

• Leaders and managers have a strong understanding of child development and they are aware of what they want children to learn. This supports them in creating a stimulating and engaging environment for children. Children have access to a range of resources that cover all areas of the early years foundation stage. This supports children to be ready for their next stages of learning, including those who have special educational needs and/or disabilities.
• Children are supported to build independence. Babies are encouraged by staff to hold cutlery and feed themselves. Toddlers are supported by staff to practise holding jugs to pour their own drinks. Pre-school children use large spoons to self-serve their food. They use knives and forks to eat.
• Staff support children to build awareness of how to keep themselves safe and healthy. Pre-school children share their awareness of keeping safe and healthy at group time. They talk about needing to have their sunhat and sun cream on before going out into the sun. Younger children find their own hats before going outside.
• Children are helped by staff to learn about emotions. As a result, pre-school children can openly talk about how they feel. They tell staff they feel 'angry' because their friend did not want to play the same game. Staff support children to understand that these emotions are okay. Staff find solutions with children to help them to feel happy again. Staff name emotions with younger children and talk about the faces that babies pull in the mirror.
• Staff report that they feel supported by leaders and managers. They add they have meetings and supervisions about their practice, which improves how they work with children. Staff have access to a range of training opportunities. They share how this improves their knowledge, such as the signs and symptoms of abuse.
• Most staff support children's communication and language development. Pre-school children use new vocabulary and share their ideas exceptionally well. For example, children sit together at lunch, they share ideas about spicy food and what items they have tried before. Staff extend the conversation, enthusiastically and consistently. Staff model and repeat new vocabulary with toddlers to use in their play. For example, staff use a story to introduce animal names to children. Children use the names as they re-enact the story with staff.
• Younger children in the nursery do not have consistent verbal interactions with staff. Children sometimes spend long periods of time without consistent or meaningful interactions. For example, a group of three children sit on the floor playing with baby bottles, put items in their mouths, drop them and pick them up. Staff sit close by but do not engage with the children.

What the setting must and should do next

The provider should:

• support staff working with younger children to develop the consistency of communication and interactions, to ensure children are introduced to language and communication skills.