St Mary's Day Nursery

What is it like to attend this early years setting?

Children are warmly greeted at this caring and family-oriented setting. Children demonstrate that they feel safe and secure. Staff plan activities that meet children's interests, so they show high levels of engagement and enjoy playing together imaginatively. For instance, when playing with foam and water, children use spoons to scoop and pour water from one container to another with precision. Staff are on hand to add resources to extend children's play further. For example, when children want to make their foam into 'soup', staff facilitate this by adding play food. Children talk about the fruits and vegetables sharing their knowledge of items such as 'pac choi'.

The curriculum is well-planned to meet the needs of the children. It currently has a focus on promoting children's independence, their personal, social and emotional development and developing healthy lifestyles. Staff are ambitious for all children to achieve. They use their secure knowledge of the children to provide an environment that inspires and engages them. This enables them to build on their current skills and knowledge. All children, including those with special educational needs and/or disabilities (SEND), progress well in their learning.

Children behave well and understand what is expected of them. They follow routines with ease. Staff have high expectations for children and are good role models. Children thrive on praise and encouragement, which motivates them to continue striving to learn and improve their skills and knowledge. For instance, staff members often use encouraging phrases like, 'practise makes perfect' and 'great job'. Children smile in recognition of praise and their well-being is high. Children are kind to each other. They know how to share popular resources and take turns.

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

• Leaders and managers are passionate and proactive. They have a clear vision in place for the setting. Their goal is to nurture children who are self-reliant and socially confident as they move on from their care. This is evident in the thoughtfully designed curriculum which is understood by all staff.
• The staff place an emphasis on getting to know children and their families. Settling-in visits are arranged according to the needs of the children and their parents, ensuring the children feel secure in their new surroundings. During this period, staff focus on establishing relationships with the children and their families. For example, when children speak English as an additional language, staff learn essential words from the family members. This supports children's transitions and meets their needs effectively.
• There is good support for children with SEND. The passionate special educational needs coordinator (SENCo), is an advocate for children getting the support they need. She coordinates with external agencies and parents to ensure referrals are made promptly. The SENCo works alongside the staff team, supporting them in planning the children's next steps. School transitions are well organised, with a focus on the unique needs of each child.
• Parents are grateful for the kind and caring staff team. Some information is shared with parents regarding what their children have being doing, and their care routines. However, staff do not share more precise information with parents about their children's next steps in learning, or offer support so that parents can encourage this learning at home.
• Mathematics is firmly imbedded and is woven into activities. Staff are skilled at asking questions to further embed children's knowledge and understanding. For example, they introduce language such as 'equal', 'more', and 'less'. Staff encourage children to count and name the number of items that they need. Children freely use this knowledge in their play.
• There is a focus on developing children's communication and language skills. The staff have recognised that children need more support since the COVID-19 pandemic. Staff are skilled communicators who engage in meaningful conversations with the children. They frequently narrate alongside them as they play. Furthermore, stories are used to engage children. They show they know the stories well by repeating key phrases and joining in with actions.
• Children are physically active in their play. They enjoy games such as hop scotch, bouncing on the trampoline and using their arms to balance as they navigate obstacle courses in the garden. Inside they develop the skills needed for mark making. For example, children use pencils during role play to make marks which represent appointment cards for the doctors.
• Children are learning about differences and similarities between themselves and others. The setting is fully inclusive and fully embraces children's home languages and cultures. For example, children take trips to the local Sikh temple to learn about others and their religion. Staff are good role models and children learn to respect each other.

What the setting must and should do next

The provider should:

• strengthen arrangements for sharing information with parents to help them support and extend children's learning at home.