St Patrick's

What is it like to attend this early years setting?

Children are happy and settled and flourish at this nursery. They are excited to explore the inspiring creative spaces that quickly capture their interests. Children form strong attachments with their devoted key person and are emotionally secure. They benefit from the excellent care and consistent routines provided by the dedicated and highly qualified staff team. Staff anticipate the needs of the youngest children extremely well. For example, when new children become upset, they quickly respond. Babies quickly settle in this warm and homely environment. Older children demonstrate an excellent understanding when following complex instructions. They listen attentively and take appropriate actions. Staff challenge their thinking and support their problem-solving skills. For example, children learn about balance and exercise during outdoor play.

Staff value the diverse needs of the children and celebrate their unique qualities. Children who speak English as an additional language communicate exceptionally well. For example, children confidently talk to staff in both English and their home language. Children with special educational needs and/or disabilities receive swift and targeted support from skilled and highly trained staff. As a result, all children make rapid progress from their starting points. Children's behaviour is exemplary, and they share and take turns when playing with their friends. Children develop excellent self-care and social skills that prepare them for their future learning.

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

• Leaders are inspirational, and they strive to maintain an outstanding practice. They are passionate about putting children at the heart of their provision. Leaders continually research and use innovative ideas to implement an ambitious and unique curriculum that is securely embedded across the whole provision.
• Staff know the children exceptionally well and are very passionate about their learning. Leaders and staff rigorously check the progress of each child. When identifying gaps in children's learning, they provide excellent support to help narrow these gaps. They work successfully with other professionals and parents. They continually review targets to ensure every child benefits from the curriculum. This results in high-quality teaching that helps all children to swiftly catch up.
• Partnerships with parents are exceptionally strong. The highly effective communication systems ensure that parents are fully aware of their children's experiences and how to continue this support at home.
• Staff prioritise children's communication and language development. They respond skilfully to the non-verbal cues of babies and children with limited language. Staff know when to comment, sing and introduce materials or language that capture their interests. Staff consistently introduce new words. For example, when using weighing scales to balance fruits, feathers and bottle corks, they say words like 'equilibrium', 'balance' and 'floating'.
• Staff introduce resources and activities that support children to explore and value their individual differences, home lives and experiences. Staff encourage children to find out about the diversity of the wider world through creative arts, reading and celebrations. For example, children talk about celebrating Christmas and Chinese New Year. They role play in the pretend restaurant, cooking a Chinese meal using natural resources such as rice, noodles, ginger, cinnamon and lemons. They make superb comments on the colours and smells of spices. For example, a child tells the inspector to smell the aroma of the ginger.
• Children are immersed in the nursery's large open-space environment. The play opportunities are inspirational. Leaders use academic research to apply innovative ideas to the outdoor play. Children learn about nature and their natural environment. Staff understand the importance of providing physical activities. Younger children are delighted to run in the garden as they develop their coordination skills, and older children climb and skilfully negotiate equipment.
• Children develop strong friendships and listen to one another. For example, at circle time, a child says 'listening is learning'.
• The experienced manager supports staff extremely well through tailored supervision meetings and targeted training. Staff well-being is paramount to the leaders, and a 'well-being hub' is provided with practical resources and initiatives.
• Children learn about healthy lifestyles. They willingly eat healthy food and drink water to keep hydrated. They learn how to care for their teeth and their personal needs.
• Children are confident and self-assured and make outstanding progress. They are extremely well prepared for their next stage of learning and eventual move to school.