St Thomas-a-Becket Nursery

What is it like to attend this early years setting?

Children gain tremendous benefit from spending time in this exceptionally well-run and welcoming setting. Leaders and staff very successfully create an environment where each child's physical and emotional well-being is prioritised and expertly nurtured. The calm, consistent and very caring approach of staff supports children to understand and manage their emotions, and they learn to behave well.

With the support of staff, children become highly motivated and independent learners. All children receive the encouragement and opportunities they need to reach their full potential. They enthusiastically take part in the broad range of activities provided and confidently use knowledge they have gained over time. For example, older children who have spent a lot of time in the setting's allotment patiently show their new friends how to fill a variety of bird feeders. They concentrate intently as they carefully pour the right amount and explain how the birds reach through the holes to eat the seeds. Children's fascination with nature is further enhanced as they follow the suggestion of staff to explore underneath the leaves of the rhubarb plants they have grown. The discovery of a caterpillar creates excitement, and children eagerly gather to have a close look. However, they quickly remember previous advice not to touch the 'ones with prickles'.

Younger children relish learning through discovery and trial and error. They show very mature levels of focus, undaunted when their first attempts are unsuccessful. For example, children use their rapidly developing problem-solving skills to create impressive constructions. They also work together to construct complex assault courses. Staff understand the importance of enabling children to test their own physical capabilities and to learn to assess and manage risks independently.

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

• The leadership and management of the setting is inspiring. All working practices and procedures are carefully designed and implemented to offer the best possible standard of care and education. Senior leaders are fully supportive of the manager and staff team. Staff regularly complete relevant training that continually enhances their individual skills and knowledge. They share their learning with their colleagues, leading to the introduction of effective new systems and techniques that are fully understood and embraced by all staff.
• Managers and staff create a curriculum that is superbly planned to respond to the immediate and evolving needs of the children attending. Staff go to exceptional lengths to get to know children and their families. This enables them to identify precisely what each child needs to learn next. All staff expertly target their interactions to suit each child's preferred learning style. They very successfully sequence learning so that children have ample time to reflect and process new ideas, and to practise and master new skills.
• There are exceptionally effective arrangements to support children with special educational needs and/or disabilities. All staff are fully aware of children's individual personalities and abilities. They are consistent in using agreed approaches. For example, all staff immediately recognise when a child needs a few moments to 'reset' and know precisely how to accommodate this.
• Staff place a strong focus on promoting children's communication and language and do this incredibly well. For example, they identify key vocabulary to introduce during activities. All staff are consistent in using these words and giving context to help children to fully understand what they mean. Throughout the setting, children confidently and excitedly use their developing language to share their ideas and engage in animated conversations.
• Staff provide excellent support for children learning English as an additional language to develop their spoken English. In addition, they provide story books in every one of the vast range of languages children use and hear at home. Staff recognise that this not only supports children's all round language development, but also promotes their positive sense of self-identify.
• Children develop excellent social skills as a result of the highly effective teaching and support they receive from staff. In addition, children learn to understand and respect diversity. This prepares them well for their future lives as learners, friends, colleagues and neighbours. For example, staff plan their calendar to include activities to teach children about the many special days and events celebrated by each family.
• The curriculum for expressive arts and design is a particular strength in the setting. Staff provide children with constant access to a broad and exciting range of art and craft resources. Children of all ages become fully absorbed in pouring and mixing paint colours, exploring the properties of glue and using tools to make marks. Staff teach children specific techniques but are passionate about encouraging them to explore their own ideas. This results in children boldly creating wonderfully unique and expressive artwork.
• Leaders and staff recognise that children learn best when they are emotionally secure. They go above and beyond expectations of their roles to work with parents to achieve this. The time, emotional support and practical help that managers and staff dedicate to helping individual families have a significant impact on outcomes for children. In addition, leaders use their comprehensive knowledge of local services to link parents to professionals and agencies who can provide targeted support. Parents' feedback is extremely positive.