St Leonards, Brington

What is it like to attend this early years setting?

Children arrive excitedly at the welcoming nursery and staff greet them warmly. They confidently enter and settle at their chosen activity. Children are keen to explore the various experiences staff prepare. They benefit from staff participating in their play and creating opportunities to extend their learning. For example, children use nets to catch sea creatures in a 'small-world' rock pool. They identify hermit crabs using reference books and combine clay with shells to create their own models. Children are happy as they explore in water. They demonstrate their critical thinking skills. For instance, they find ways to wash toys down guttering by pouring water from a watering can. They drip water from pipettes onto chalk boards to clean away the chalk.

Children listen to staff and follow instructions. They behave well and show kindness to each other. Staff use clear and consistent reminders, for example for children to use their 'listening ears' and 'kind hands'. Staff praise children for sharing and taking turns with equipment. This helps children to understand what is expected of them. Children are competent at managing their personal care. They learn to put on their shoes and dress themselves and develop the skills they need to be ready for school.

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

• Parents are positive about the nursery and staff, describing them as 'friendly' and 'approachable'. They praise the quality of care their children receive and comment on the exceptional progress they make. Parents appreciate the regular information staff share about their children's learning and suggestions for supporting them at home.
• The key-person system is effective and staff have good knowledge of their children. They use information from their observations to guide their planning. Staff plan for children's individual interests and needs. For instance, a beach theme was created with sand, shells and spades following children's return from holiday.
• Children form strong relationships with all staff and this helps to support their emotional development. This extends to the school staff and this aids children's transition to school.
• Staff ensure that communication and language are a strong focus in the nursery. They plan circle time activities to promote children's listening and attention skills. Staff talk to children during their activities. They sing rhymes and involve children in action songs. They provide a commentary for younger children as they play, to extend their vocabulary.
• Staff promote children's good health and encourage them to be physically active. Children follow hygiene routines and understand the importance of washing their hands before eating. They competently attend to their personal needs and help themselves to water throughout the day, helping them to remain well hydrated.
• Children enjoy listening to well-read stories on request, as well as part of group times. They enthusiastically join in, commenting on the illustrations and saying the repeated phrases. Staff recognise the importance of reading to children and offer books to gain further information. Activities have books linked to the theme for children to access. This provides children with good opportunities to hear lots of words, which contributes significantly to their future success.
• The manager has a clear curriculum that is designed to help children develop the key skills they need for the next stage in their education. They work closely with the local school to understand what Reception teachers expect children to be able to do when they move on.
• Staff work well together and their morale is good. Staff comment that they feel supported by the manager in their professional development and that staff well-being is a key focus. The manager values staff and ensures that they have regular opportunities for training based on their professional interests. However, the manager has not sought further ways to help all staff develop a deeper knowledge of teaching and learning.

What the setting must and should do next

The provider should:

• build on the already good practice and seek further ways to help all staff develop first-rate teaching skills.