Stainsby Neighbourhood Nursery

What is it like to attend this early years setting?

The nursery has a positive and cheery atmosphere, in which staff prioritise children's well-being and happiness. Children receive a warm welcome from the long-serving, familiar staff team. They run towards them for a hug, showing a strong sense of belonging. Children are enthusiastic and motivated learners. They quickly join their friends at play.

Leaders have high aspirations for every child. Children benefit from a range of appealing and stimulating activities that support their overall development well. Babies are curious, and enjoy exploring items, such as fir cones and conkers, from the garden. They giggle together when they use bricks to make loud noises. Toddlers chatter happily when building side-by-side with their friends. They develop balance and coordination as they learn to climb and ride wheeled toys outdoors. Older children show an interest in recipe books. Staff extend their learning by helping them to bake cookies.

Staff model good manners and respect. Children learn to consider the needs of others. They are kind and helpful and develop friendships. They share herbs with their friends to mix with their dough.

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

• The curriculum is broad and varied, and, overall, supports children's learning well. Staff have very good knowledge of early childhood development. They have clear aims for what they want children to learn during each stage of their pre-school education.
• Staff help children to remember what they have learned. They repeat activities to reinforce children's new skills and knowledge. For example, children have 'favourite five' books. They join in with familiar words and actions, recalling what happens next in the story.
• Occasionally, staff's teaching does not precisely meet children's learning needs. For example, the numbers used during an activity, to teach mathematical skills, are beyond the understanding of some children taking part. That said, teaching plans for children with special educational needs and/or disabilities (SEND) are sharply focused. This contributes to their excellent progress.
• Children show very good language and communication skills. Babies and toddlers learn new words quickly. Pre-school children are confident and fluent talkers. This is a distinct strength in staff's teaching, which has been enhanced by a well-focused programme of professional development.
• Staff morale is high. Managers value their input to evaluation and improvement plans. For instance, staff helped to develop the garden and extend learning opportunities for children who prefer to learn outdoors. This contributes to an excellent capacity for continuous improvement.
• Parents are very pleased to be able to come inside again now that restrictions put in place during the COVID-19 pandemic are being eased. They welcome detailed feedback about their children's learning. They commend the caring staff for making children 'feel warm inside'.
• Children behave well. They listen to staff and follow instructions. However, there are occasions where children wait too long between routines and activities. They become restless or overexcited, which interrupts their otherwise very good levels of engagement in their learning.
• Staff acknowledge the benefits of active play for children's physical and mental well-being. They have extended children's opportunities to move with the addition of an indoor soft-play area. Children learn about the importance of exercise, as part of a healthy lifestyle.
• Children benefit from plenty of praise and encouragement. Staff ensure that all children feel involved and are supported to access all activities available. Children learn about the values of people in their community and the wider world. They sample food from other countries and learn about different religious and cultural celebrations.
• Staff have high expectations of what children can do for themselves. Babies and toddlers quickly learn to feed themselves at mealtimes. Older children take responsibility for their belongings. They develop good levels of independence and a positive attitude, telling adults, 'I can do it by myself'. This prepares them well for later life, in school and beyond.

What the setting must and should do next

The provider should:

• refine teaching to focus more precisely on helping all children to build on what they already know and can do
• organise the changes between routines and activities more effectively to minimise interruptions to children's engagement in their learning.