St. Peter's Nursery

What is it like to attend this early years setting?

Children explore an inviting and well-resourced play environment, both indoors and outdoors. The children take calculated risks and learn how to manage their own safety as they navigate the hills and steps in the woodland garden. Staff are always nearby to help when children need their support. Children excitedly look for bugs and collect them in magnifying pots and use books to enhance their knowledge of their habitats. Children are inquisitive and keen to learn. They develop critical thinking skills and explore the deeper meaning of the stories they hear. For example, children recall the story they have just read and discuss the emotions of the characters and the reasons behind them.

Children develop high levels of self-esteem. They approach visitors with confidence, ask questions and tell them about what they are doing. Children are continually developing good levels of independence. For example, they cut up fruit and help to wash plates and cups after snack time. Children lead their own learning. The variety of resources provided helps them to independently develop their creativity. For instance, children have plenty of mark-making opportunities and draw different characters, making up stories together. Children enjoy making flower-petal teas and potions.

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

• Children thoroughly enjoy learning in the exciting and adventurous nursery garden. They learn to manoeuvre on different surfaces, running up and down the hill and digging in the pit. Children explore volumes and colours as they move water from one container to another. They confidently dress themselves for the wet activities, supported by staff when required.
• The manager is very passionate about the provision. She has a sound understanding of how to make improvements in the nursery. She identifies areas she could improve further and strives to make necessary enhancements to the provision to benefit children.
• Staff understand their role and responsibilities to support children's learning and well-being. They report they feel supported in their role. The manager is developing strategies to help staff to increase their skills to the highest level.
• Staff have a good understanding of how children learn and get to know them well through regular observations and assessments of their play. This information is applied to support the setting's curriculum. However, on occasions, staff do not identify those children who need extra support to help them to join in with activities.
• Staff manage children's behaviour effectively. They are good role models with a strong focus on teaching the children good manners. Children learn to be polite and kind to each other and to share and take turns. They regulate their behaviour according to age-appropriate expectations.
• Children learn to develop good muscle skills during physical activity sessions. For example, they climb, balance and swing from ropes above them and consistently challenge themselves to reach new positions.
• Healthy lifestyles are promoted in the nursery. Children have access to fresh drinking water throughout the day and enjoy a range of nutritious snacks. Children enjoy cooking activities and discussing ingredients as they make sandwich fillers with eggs and the cress that they have grown.
• Parents are extremely positive about the staff team and the management. They say all staff are approachable and friendly. Parents comment on the detailed information they receive about their children's care and learning during feedback time. Parents express their gratitude for the flexible arrangements for settling-in sessions for the children who require tailored support.
• The manager and staff use government funding well to support children's individual needs. They work together and with parents to find the best use for the money to enrich children's experiences and enable them to reach their full potential.
• Staff help to enhance children's experiences by using the extended nursery environment and local community. For example, they go on trips to the library and allotment and light camp fires and cook sausages.

What the setting must and should do next

The provider should:

• help staff to recognise when less-confident children are not fully engaged so that they can encourage them to join in more purposeful play.