The Apple Trust Neighbourhood Nursery

What is it like to attend this early years setting?

Children thrive at this nurturing nursery. They are happy, independent and curious. Children are captivated by the thoughtful, well-considered learning activities that staff provide. Daily life for children at the nursery is full of looking at high-quality books, listening to stories and gentle conversations with staff. Children learn the meaning of new words, such as 'balance' and 'gallop'. Babies' and toddlers' early attempts at talk are recognised and respected by staff. Children learn to sing, count, say the sounds that letters represent and practise the knowledge that they know.

Children, including children with special educational needs and/or disabilities (SEND), learn about the importance of being independent. They know when to ask for help and when to keep on trying for themselves.

Children feel at ease with their key member of staff. Babies, toddlers and children with SEND benefit from exceptionally positive relationships with staff. Children behave sensibly. They learn to use 'kind hands' with each other as they see this behaviour being expertly role modelled by caring staff. Younger children learn about consent as staff respectfully ask them if they can change their nappy or clean their face. Children learn to be kind and considerate to one another. They demonstrate that they feel safe in the nursery.

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

• Leaders and staff have thought carefully about what they want children to know and when. For instance, they place high value on staff and children loving books. Leaders and staff place well-chosen books everywhere in the nursery. Children learn many different stories well. Staff think carefully about how to develop children's physical knowledge and skills, such as through an outdoor 'assault course'. Leaders are not complacent. They ensure that the nursery continues to improve at pace. For example, leaders are taking action to refine the curriculum in mathematics and phonics, even though these areas of learning are already well developed.
• Staff know what children need to learn now as well as what they need to learn next. For instance, mobile babies learn how to use large-muscle movements when playing with large paintbrushes outdoors. Staff then refine this skill for older children as they develop small-muscle movements in readiness for writing.
• Staff use assessment strategies effectively to spot gaps in children's learning. They adapt the curriculum carefully to teach children what they need to know. This enables children to mostly learn well.
• The children are very well behaved, and the nursery rooms hum gently with talk. Children experience rich back-and-forth chatter with staff about what they are doing in their play. They also have in-depth conversations with staff about differences between people, such as why some adults and children wear glasses and others do not. However, on some occasions, some staff ask questions quickly one after another or use too many closed questions when talking with children. These weaknesses hold back some children's learning and interrupt conversations.
• Leaders work closely with other agencies to support the needs of children with SEND, including children at the earlier stages of learning language. Leaders ensure that staff are trained to use symbols and gestures to support children's communication and language. Staff's skilful work enables children who are not yet able to use words to make choices, such as their selection of favourite nursery rhymes to sing.
• Leaders and staff pride themselves on their successful partnerships with parents. Parents value the way in which staff keep them informed about their child's learning. Parents of children with SEND feel extremely well supported. They are fully involved in discussing their child's learning and agreeing the targets for supporting their child at home and nursery.
• Staff enjoy working at the nursery. They say that leaders consider their well-being thoughtfully and help them to have a manageable workload. Leaders ensure that staff complete training to gain the knowledge they need to teach children in different areas of learning. Recently, staff learned more about teaching science to young children, such as teaching them about volcanoes or how plants absorb water. Such training has enhanced the curriculum.

What the setting must and should do next

The provider should:

• improve staff's use of questions so they ask questions in ways that develop children's language and thinking.