St Joseph's Nursery

What is it like to attend this early years setting?

Children are eager to come to the setting and are well cared for. Staff greet children and welcome them into the setting. Children feel safe. They have a sense of belonging and happily wave goodbye to their parents and carers. Staff sit on the floor among children as they arrive and settle. Children learn to listen and respond in two-way interactions with staff. Children learn to take turns and develop social behaviour. Staff tune into children's language and repeat key words, such as 'yellow', so that children hear the correct pronunciation. The environment is stimulating and well organised. Staff create a wide range of experiences and activities for children to explore so that they become enthusiastic learners.

Leaders understand children's needs. They carefully design a sequenced and ambitious curriculum that focuses on children's communication and language. Staff offer a clear routine so that children know what is happening now and next. They share core stories and rhymes with children. Staff read with enthusiasm so that children become involved and engaged. Children learn language, rhythm and vocabulary through repetition. They develop a love of reading and books and are eager to learn. Children choose stories, ask staff to read to them and handle books with care. They play outside each day and experience guided activities in small groups. Children learn to balance and ride bicycles on the track. Staff playfully teach them the signals and signs to 'stop' and 'go.'

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

• Children start the day in small groups. They welcome each other with a song and share rhymes, rules and expectations. Staff encourage babies and younger children to clap their hands and copy the actions. Children bounce gleefully and tap with wooden spoons. However, sometimes, staff sing very quickly and children are not able to recognise their names in the flow of words. This does not consistently help children to hear words and process information.
• Interactions between staff and children are affectionate and consistent. Staff know children well and have clear expectations for children's behaviour. Staff support children to listen and respond. For example, they give clear instructions that encourage children to help put things away. Staff work as a team to guide children and give children specific praise that is meaningful.
• Staff promote children's healthy lifestyles and choices. Children enjoy opportunities for physical play and exploration. Children learn to serve themselves and pour their drinks at mealtimes. They sit together to share a home-cooked lunch. Staff create activities where children can bake together and learn about food.
• Staff offer lots of activities that develop children's coordination and manipulation skills. They promote mark making in all areas of children's play. However, on occasions, staff plan advanced activities for children before they have mastered the necessary pre-writing skills. For example, they encourage older children to write their names at registration when they are not yet at this stage of development.
• Parents say that they could not speak more highly of the setting. They say it is a 'home from home.' Parents say that they feel welcome, and that staff share information in daily conversations, termly reports and at parents' evenings. They comment that they appreciate the 'endless support' and help. Parents report that their children make excellent progress, especially in their language and communication. They say that their children develop kindness and a sense of community.
• Staff promote diversity and inclusion. They create experiences and celebrations that reflect diverse cultures. Staff display greetings in a variety of languages that represent their community. Staff work closely with local schools so that transitions are smooth. Leaders collaborate with other professionals to support children and families, especially children with special educational needs and/or disabilities and children who speak English as an additional language.
• Leaders provide a wide range of resources and spend additional funding on equipment that extends children's interests and promotes their language, such as developing a themed shed about the sea. Staff share ideas from training and implement them into their practice. For example, they use simple sign language.

What the setting must and should do next

The provider should:

• give children more opportunities to hear words clearly, process information and recognise familiar words and names
• support staff to sequence children's learning more precisely during planned activities.