Teddy Bears Nursery

What is it like to attend this early years setting?

Leaders and staff have great ambition for all the children and have designed key learning zones to inspire them to play both indoors and outdoors. Children know there are different areas where they can concentrate on using their hands, use their imagination, or engage in quieter listening, reading and writing activities. The learning environment is meticulously planned so children receive a high level of learning challenge with or without adult interaction. Staff recognise when they need to enhance the learning environment with different resources so that babies and toddlers maintain a maximum level of engagement. Older children show deep levels of concentration and engagement in their chosen play.

Leaders value the use of songs, rhymes, poems and puppets to support children's communication and language. They place a strong focus on the use of rhymes and action songs with babies to support their understanding of key words. Staff provide daily focused listening activities and games to help older children extend their concentration and listening skills. The communication between staff and all children is very positive and ensures that children form trusting bonds with them. Staff have high expectations for children's behaviour. Children demonstrate a high level of control and excellent social skills.

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

• Leaders analyse the nursery's strengths and areas for development continuously. They use this information so that staff can share their key teaching strengths with colleagues. This ensures that all staff are empowered with knowledge and are dedicated to extending their practice. Professional development is continuous and precisely targeted. A recent focus for training has been linked to communication, language and staff's planning for the learning environment.
• The leadership and management are inspirational. They use their expert knowledge of early education to lead by example and guide staff. They have precise targets for enhancements to the nursery over the next year. This includes extending even further the provision for children's communication and language outdoors and the excellent partnership working with parents. Room leaders also have very specific aims and focus for enhancements to their areas.
• Leaders provide extensive information for parents, related to supporting children's health and safety at home. This includes guidance on childhood illnesses, oral health, sun safety and car seat awareness. Staff provide parents with in-depth feedback about their children's progress and the plans for their learning. They encourage parents to send in updates via the online portal about children's interests and experiences at home. This is very popular with the pre-school children who are very keen to share their experiences with their friends. Parents speak very highly about the care and education their children receive.
• Leaders have designed a detailed curriculum that meticulously sequences the knowledge and skills that children need to gain. They have a comprehensive oversight of staff's delivery of the curriculum and the impact this has for children. Leaders and staff have an expert understanding of how young children learn. Every member of the staff team has a deep understanding of their curriculum and how it needs to be implemented according to the stage of development for each individual child.
• Leaders and staff monitor children's progress thoroughly. They analyse their observations of children to identify what they need to concentrate their planning and teaching on. This includes an in-depth analysis of the progress that children with special educational needs and/or disabilities (SEND) make. Leaders show the highest integrity and ensure that children receive targeted one-to-one support while awaiting professional diagnosis and funding.
• Teaching is outstanding. For example, all staff know the key phrases they are focusing on using with babies and toddlers, such as 'ready steady go' and 'all gone'. They use these consistently during their teaching. By the time children are two and ready to move to the next room, they are using these phrases independently and in the correct context.
• Leaders and staff give precise consideration to the planning for children's physical development. For example, they plan specific activities for older children to develop their control and coordination in a range of large and small movements. Children show deep levels of concentration as they carefully control their movements so they remain within a hoop.
• Leaders organise the day so that older and younger children can play alongside each other. This helps children to learn how to manage their behaviour in different situations. Older children develop empathy and show responsibility towards their younger friends. Staff support children's awareness of their emotions in a variety of ways. For example, they use puppets to help children to consider right and wrong choices.
• Leaders and staff recognise the importance of ensuring that children are emotionally ready to learn, and they understand how to overcome any barriers to learning. For example, they recognise that when they first start, babies may be reluctant to eat. They plan in short, easy-to-eat meals and snacks so babies can eat when they need to and do not go hungry.
• Leaders and staff provide children with an extensive range of experiences to support their understanding of the wider community. This includes opportunities to look after the local environment, survey the local traffic, engage in charity events, such as donating food, and learn about various celebrations that are relevant to the children.