Sutton Road Nursery Limited

What is it like to attend this early years setting?

Children are happy and demonstrate that they feel safe in the welcoming nursery. As children arrive, they are excited to explore and play with their friends. They leave their parents with ease and greet staff with smiles as they share their news. Children behave exceptionally well. They clearly understand the high expectations staff have of them. Children are mostly confident and self-assured because their opinions are truly valued. For example, older children engage in meaningful discussions with staff about what activities they would like to have access to. This helps staff plan an interesting learning environment.

Children are engaged and show a willingness to learn and try new things. For example, babies enjoy exploring messy play and sensory activities. Older children concentrate intently as they write their names. They create letters to post and safely use scissors as they cut tape and wrap up parcels. Children demonstrate their understanding of mathematical concepts as they talk about the size of parcels and weigh them on scales. This prepares them well for future learning. Following the COVID-19 pandemic, staff have supported children with expressing their emotions. They ensure that children can explain how they feel. Children use toys and props to help explain their feelings. This means that staff can offer support to children who need it.

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

• Staff have a good understanding of how children learn and develop. They plan an interesting curriculum based around children's individual interests. However, on occasion, information gained from assessments is not always used precisely to plan children's learning so that they make the best possible progress.
• Leaders prioritise helping children to develop their communication skills. Staff talk to children as they play and skilfully introduce new words. They engage children in lively song times and read a range of books throughout the day. This means that children hear good-quality language in use and helps children develop their vocabulary.
• Children develop their physical strength as they ride on toys and chase bubbles around the garden. Staff model different ways to move, such as jumping and hopping, to help children strengthen their bodies. Babies show their strength as they pull themselves up and begin to move around the room. They smile and laugh as staff hold their hands and help them. This helps children to develop their confidence and coordination in readiness for walking.
• Staff prioritise supporting children to be independent. Babies choose the toys they play with and help to tidy up. Toddlers wash their own hands and help to prepare the tables ready for lunch. Older children enjoy the responsibility of setting the table and serving their own food. Children take their roles seriously and are proud as they organise recyclable waste. These experiences help to promote children's confidence and independence.
• Children who speak English as an additional language (EAL) are, in general, supported to hear and use their home language in play and learning. For example, children are delighted when staff use words such as 'water' and 'toilet' in their home language. However, some staff are not as knowledgeable in how to implement strategies to support children who speak EAL. This means that, on occasion, some children do not feel secure in using their home language in their play.
• Children learn about the community in which they live. They enjoy eating in local cafés and visiting the post office. They participate in fundraising events and learn about the emergency services and people who help them. Staff support children to learn about different cultural backgrounds that are important to children and their families. These activities help children to develop a respectful attitude as they learn about what makes them unique.
• Parents are happy with the care provided by the manager and her team. They value the support and help, particularly with signposting to other agencies. Parents of younger children are informed of their children's experiences through a daily diary. However, parents of older children do not always know what their children are learning about. This means that parents do not always know what they can do to support their child's learning further at home.

What the setting must and should do next

The provider should:

• consistently use information from assessment to precisely plan children's learning based on what they already know and can do
• support staff to consistently implement strategies to support children who speak EAL effectively
• enhance partnership with parents so all parents are fully aware of what their child is learning and how they can best support this at home.