Strode College Day Nursery

What is it like to attend this early years setting?

Children are happy and settled in the nursery. They respond very positively to the gentle humour of staff and their caring, reassuring approach. Children behave well. They begin to form positive friendships and play happily together. Older children help their younger friends, such as to hold their hand when negotiating a balance beam outdoors. Staff are keen to promote children's learning through their play. They plan a range of motivating activities that support children's interests effectively. Children become engrossed in their play and develop their imaginations well. For example, they mix cornflakes and rice to make a 'lemon' or 'chocolate cake'. They carefully spoon this out into bowls and happily share the cake with staff and visitors. Children learn well about their environment. They explore a water play activity and find toy sea animals and learn how rubbish impacts on sea life. They decide which items of rubbish can be recycled. Staff have changed the arrangements for children's arrival and collection to help keep them safe, as a result of the COVID-19 (coronavirus) pandemic. Parents commented that they felt reassured with the procedures staff follow to protect their children's health.

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

• The management team and staff work together effectively to provide a well-balanced curriculum. The manager has only recently been appointed and is establishing ways to develop the provision offered, and help staff meet children's needs consistently well. For example, staff have created a comfortable, inviting sensory area to help children settle in the nursery more easily.
• Children learn well about keeping themselves healthy. They know to wash their hands before eating and start to 'catch their cough' in their hands. Staff talk with children about foods that will help keep their teeth clean. Children tell staff that drinking water helps you grow strong and healthy.
• Staff manage children's behaviour very well. They keep clear, consistent daily routines to help children feel safe and support them well to understand and express their emotions. Children become confident to say they feel tired, happy or sad. Staff use positive reinforcement effectively, to help children learn how to share and be kind to others.
• Staff skilfully build on children's interests and learning. Children become absorbed pouring and filling containers in a water play activity. They learn about the concepts of empty and full. Staff provide further resources for children to use and develop their coordination skills. Children start to carefully pour water along some guttering outdoors.
• Children enjoy developing their physical skills through their play. They stretch, climb and slide on the pirate ship climbing frame or have fun splashing in puddles. Children learn to control their body movements. They enjoy running, taking giant leaps, walking backwards or on tip toe.
• Staff use their observations of children's play to identify their achievements and how to help them make further progress. However, at times, the management team and staff do not monitor and assess children's progress as closely as possible. For example, to ensure any interventions that may be needed are identified and actioned in a timely manner.
• Parents comment that staff keep them well informed about their children's achievements. They state that staff are friendly and supportive, and their children are happy and settled at the welcoming nursery.
• Staff provide activities to help children learn about specific celebrations and festivals. They talk with children about activities they do at home. However, they have not fully considered further ways to support children's understanding of diversity within their own lives and community.
• Children start to develop their listening and attention skills, such as in a story and rhyme session. They enjoy joining in with favourite counting rhymes. Children gain confidence to express their views, such as to tell their friends about the weather. They say, 'It's windy outside as the trees are blowing'.

What the setting must and should do next

The provider should:

• continue to develop the systems for monitoring and assessing children's learning to ensure any necessary intervention is actioned promptly to close any potential gaps
• provide further opportunities for children to develop their awareness of similarities and differences within their lives and those of others.