Station House Nursery School Ltd

What is it like to attend this early years setting?

Children are secure in their environment and settle quickly as they arrive. Babies and toddlers enjoy activities where they can explore their senses and learn about their environment. Older children plant fruit and vegetables in the garden, learning how to care for them and help them grow. Staff focus on promoting communication, interactions and vocabulary from the earliest ages. They engage in songs, stories and rhymes and extend children's play with new words and phrases. Curriculum planning further supports this. For example, children benefit from scheduled visits to the local library, where they choose their favourite stories to share in class. Staff take the children on outings in the local area, such as trips to the park to feed the ducks. They also go on walks along the canal to watch the barges and boats. This helps children to learn about the community in which they live.

Staff have high expectations for children's behaviour. Routines and boundaries are in place so that children know what to expect. Behaviour is well managed through positive interactions and encouragement. Quiet spaces are available for children who may need to regulate their emotions or behaviour. Staff keep the rooms calm and well organised to facilitate children's choice. They also support children as they play. Staff model respect and politeness and encourage children to share and take turns. Effective hygiene practices are well embedded and promoted. For example, children are encouraged to brush their teeth daily and manage their own personal care routines.

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

• The provider has taken swift action to address previous gaps in practice. For example, staff now benefit from induction training. The provider also ensures children's confidentiality, and information is stored securely. The setting has a clear and ambitious vision for the future. It has implemented new arrangements for supervision and appraisal. However, this is not yet fully embedded. This means that staff do not yet receive consistent feedback about the quality of their teaching and interactions. For example, at times, staff plan for children's interests rather than what they need to learn, which does not help to maximise children's learning.
• The setting implements a curriculum that builds on what children already know and can do. Staff observe and assess children to help them plan opportunities that meet their needs. Staff also provide opportunities for children to practise their developing skills and build on their interests and next steps. This ensures that children are engaged in their learning and make good progress.
• Staff spend time extending children's play and learning with effective questions and interactions. Their interactions are effective and promote talk and conversation, particularly with the babies and toddlers, where this skill is just starting to develop. This helps to support children's developing speech, promotes vocabulary and enhances their communication and language development.
• Leaders and staff implement effective key-person roles within the setting. The setting ensures that parents are aware of their children's key person. Children form close relationships with the staff, who get to know their individual needs and wants. This promotes children's emotional health and well-being and helps them to feel secure.
• Parents are happy with the care and education their children receive. Staff share information via an app daily, which keeps parents updated about their children's routines. Staff also share progress reports and offer ideas, such as behaviour management strategies, that parents can use at home. This helps to provide a coordinated approach to children's learning and emotional well-being.
• The setting has a good overview of the children who have additional needs and how to support them. Staff work together to plan and implement play plans and strategies to ensure that children make progress. For example, staff have implemented a 'calm corner' for children to use if they are feeling a little anxious. This also helps children to regulate their emotions.
• The setting promotes healthy eating at all times. Fresh produce from local sources is used to provide healthy, home-cooked meals for the children. Dietary requirements, cultural preferences and allergies are carefully considered to ensure that all children's needs are met. This promotes children's physical well-being and helps them to develop healthy eating habits.
• Staff well-being and developing a positive work-life balance are prioritised. The setting involves staff and parents in sharing their thoughts via 'staff shout outs', where they celebrate staff members who have gone above and beyond. This helps to strengthen relationships within the team. This has a positive impact on children.

What the setting must and should do next

The provider should:

• provide feedback from supervision which closely identifies the quality of staff interactions and teaching.