St John's Nursery and Pre-School

What is it like to attend this early years setting?

Children arrive at the nursery happy and excited to start their day. They are greeted by friendly staff who know them well. Staff support children to settle well and place a strong focus on children's happiness. For example, they are aware of children who need reassurance and ensure that they are supported effectively. This helps children to feel safe and secure. Children behave well and play together happily. They invite their friends to join in as they explore the water wall in the garden. They take turns as they skilfully pour water down piping to see how fast it travels. Children show acts of kindness as they cuddle together and say, 'You are my best friend.'

Children are eager to learn and they enjoy the activities offered to them. They benefit from a curriculum that is based on their interests. Enthusiastic staff plan exciting and challenging activities that motivate children to learn. For example, children show enjoyment as they spend long periods working out how to get toys out of ice. They use a range of tools to bang and tap at the ice. Staff extend children's learning by questioning and introducing new ideas. As a result, children decide to take the ice into the garden. They talk about how the sunshine will melt the ice faster.

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

• Staff have a clear understanding of the curriculum intent. They support children's developing language very well. Staff give children plenty of time to think and respond to questions. They speak clearly to children and introduce new language. For example, staff use words such as 'hydrated' when children drink their water. This helps children to build on their language and communication skills.
• Children enjoy their time in the garden. They develop their large motor skills as they play chasing games and climb up the steps to go down the slide. There are plenty of opportunities for children to develop their fine motor skills. For instance, they squeeze, roll and squash play dough and make marks with pens and chalks. This helps children to strengthen the muscles in their hands in preparation for writing.
• Staff know children well. They know what they can do and what they want them to learn next. Observations of children's progress and assessments are shared with parents. However, staff do not consistently share children's individual next steps in learning. This means that parents are not always aware of how to further extend their children's learning at home.
• The special educational needs coordinator (SENCo) is extremely passionate about supporting children with special educational needs and/or disabilities (SEND). Children with SEND receive effective small-group sessions to build their attention and social skills. The SENCo has formed positive working relationships with external agencies. For example, she seeks advice and support from the local authority SENCo. This supports children to achieve their full potential.
• The manager has effective systems for the supervision of staff. Staff reflect on their practice and identify future learning. The manager has training plans in place to support ongoing professional development. However, some staff are yet to access opportunities to help them strengthen their understanding of their roles and responsibilities even further.
• Mathematical language is woven into everyday play. Children learn about volume as they play with water. They use different-sized jugs and containers to fill up the bucket to the top. Staff encourage children to practise reciting numbers in order. For example, children count their fingers and staff ask them what number comes next. Staff correct them if needed. This supports children to understand the sequencing of numbers.
• Staff teach children about the importance of a healthy diet and exercise. Children learn about healthy and unhealthy foods during sorting activities. Staff engage children in conversations about exercise. They talk about the regular sessions they have with a dance teacher. Children laugh as they say that they like to 'wiggle' to the music. This helps children to develop positive attitudes towards keeping healthy.
• Parents speak highly of the nursery. They praise staff for the support their children receive. Parents know who their children's key person is. Staff communicate successfully through daily chats and messages. This helps parents feel well informed.

What the setting must and should do next

The provider should:

• increase the information shared with parents to ensure that they are aware of their child's next steps in learning
• build on the arrangements for continual professional development and strengthen staff's understanding of their increasing roles and responsibilities.