St Osyth Preschool and Nursery CIC

What is it like to attend this early years setting?

Children enthusiastically enter the nursery and are greeted by friendly and nurturing staff who know children so well. Children immediately feel a sense of inclusion as they hang up their belongings on their named peg and sit on the carpet for 'friendship time'. This morning routine supports less confident children to feel safe from the start. They feel a sense of belonging and develop kind behaviours when welcoming their peers with a positive 'good morning' gesture at this group time.

This cheerful home-from-home nursery with real-life resources offers a meaningful learning environment. Outdoor play is highly valued, and children develop a love of nature. Staff's natural passion and enthusiasm is echoed by the children, who proudly show visitors raspberries they are growing. Staff effectively support children's development of critical thinking and problem solving as they tell visitors ideas they have implemented to prevent slugs eating them.

Babies and children make swift and secure bonds with the staff who offer bespoke settling-in sessions. The key-person system ensures consistency of care so that children's well-being is continuously prioritised. Children show their strong and caring attachments to staff when instigating a hug upon return from a short visit to the school they are transitioning to.

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

• The management team and staff have a clear understanding of the curriculum intent and implement this effectively throughout the nursery. They provide indoor and outdoor environments that support all seven areas of learning. Additionally, resources are age appropriate, stimulating and encourage open-ended play and learning opportunities.
• Teaching is meaningful. Skilful staff consider children's individual interests and follow their lead to extend their learning and development. For example, a child trying to balance on a plank of wood that other children are rolling cars down, is gently guided towards a balance beam activity. The child relishes in the challenge of walking the plank, while further developing their core motor skills, such as balance and coordination.
• Planning and assessments are robust and any gaps in children's learning are identified swiftly, and appropriate support put in place. Collaborative working with parents and outside agencies, ensures all children, including those with special educational needs and/or disabilities, make rapid progress from their starting points.
• Parents applaud the daily face-to-face and online communication they receive about their child's day. They praise the approachable and enthusiastic staff.
• Parents explain how they feel integral in their child's learning and supporting school readiness.
• Children's emotional well-being is given unquestionable priority. Softly lit fairy lights provide a tranquil and restful place for babies and children who can become overwhelmed, and supports restful sleep. Each room has an area dedicated to give children the space and time to reflect on their feelings. Children learn how to express and understand their feelings through books and coordinated sensory resources.
• Babies and children make significant progress in their speech and language development. Children embrace dressing up in character and retelling familiar stories themselves. Staff repeat single words to support babies to learn their first words.
• Staff are good role models and praise positive behaviours such as when children use good manners or share a popular toy. On occasion, staff do not consistently reinforce positive behaviours, such as reminding children to put their hand up to speak at group time. This reduces the opportunity for quieter and less confident children to have their opinions heard.
• Children become increasingly independent in their self-care skills. Young children instinctively go to the self-care station and attempt to blow their nose themselves, before staff offer support. Children develop good hygiene routines. Healthy lifestyles are promoted when children often grow their own vegetables to eat at snack. At mealtimes they learn to respect their environment and help lay the table and clear up after themselves.
• The management team supports staff extremely well, taking an active role in the daily running of the nursery. The team provides training and role model good teaching to successively improve on the already high standards of care that children receive.

What the setting must and should do next

The provider should:

• build on staff's already high expectations for encouraging positive behaviours, by consistently supporting children to recognise the impact their actions have on others.