St. Joseph's Nursery

What is it like to attend this early years setting?

Children flourish in this welcoming and inclusive nursery where their welfare and development are at the heart of everything staff do. Children show that they feel extremely safe and secure. Young children confidently tell staff when they have 'had enough' of an activity and want to play with the doctor's set. Older children use storytelling with props to tell staff how they are feeling about any challenges they may be facing at home. This shows the exceptionally strong attachments they have formed in the nursery.

Staff have extremely high expectations of all children and what they can achieve. Young children enthusiastically use puppets and actions when singing songs and join in with the ending, clapping their hands and shouting 'pop'. Older children put on their coats and take off their waterproofs and boots after outdoor play. They walk around with notepads, inviting their friends and staff to a party and recording how many want to come. Children receive an exceptionally well-balanced curriculum and this helps them to develop key skills, including high levels of confidence, independence and communication, in readiness for starting school.

Partnerships with parents are extremely successful in supporting children's learning and welfare needs. Parents report that staff are 'amazing' and go 'over and above' to support them and their children. Parents are extremely pleased with the progress their children have made, in particular their social and language skills. Throughout the COVID-19 pandemic, parents report that they continued to receive regular telephone calls to check on their well-being, as well as food parcels and activity packs. They say they use ideas posted on the nursery's social media page to complete activities with their children at home, including during the holidays when the nursery is shut.

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

• The manager and staff constantly reflect on their practice and children's development to identify where improvements can be made. They attend training and implement new ideas to close any possible gaps in the curriculum. Staff have recently introduced communication friendly spaces and consistently use visual lanyards, and this has greatly improved children's communication and language. Children are involved in the changes and monitor the noise levels in the playroom. They put a light on by the picture of the monkey's face when the playroom becomes too loud.
• Staff know every child and their individual needs extremely well as they gather detailed information from parents and involve them in everything they do. They quickly identify possible gaps in children's learning and put in place support so that children are not at risk of falling behind. Staff work closely with parents and other professionals to help children make the best possible progress. They ensure any additional support that is needed is in place and ready for children to have the best start at school.
• The manager has a clear vision for her curriculum and what she wants children to learn. Additional funding is used highly effectively, according to individual children's needs, to provide extra support, resources, hot meals and enrichment experiences. Therefore, all children make the best possible progress from their starting points and are prepared incredibly well for their next stage in learning.
• Children's behaviour is very good and those who struggle to regulate their feelings are incredibly well supported. Staff help children to learn to share and take turns, to negotiate minor disputes and to communicate how they are feeling. These effective strategies mean that children are able to play and learn in a calm environment where they make friends and play together in harmony.
• Children play and learn in a highly language-rich environment where staff focus on developing children's speech and communication. Young children are becoming confident speakers as staff consistently provide a narrative during their play and extend their vocabulary by adding extra words. Older children remember and use new vocabulary. Parents report that their children have told them, 'Owls are nocturnal' and that they have learned this at nursery and not at home.
• The manager is committed to supporting children's good health. She has worked extremely closely with the local health visitor and dentist to ensure parents are able to register their children for dental checks. Parents receive valuable information, such as the impact on children's teeth, and their speech and language, from them using bottles and dummies.
• Parents report that they have received immense support to help them improve their children's development and welfare. Parents say that staff have attended online courses with them. They say that they have recognised the importance of spending more time with their children, and now promote their language better through reading books with them.