The Big Top Nursery

What is it like to attend this early years setting?

Children arrive happy and excited for their day at this setting. Children and parents are greeted by friendly staff. Parents share information about their children. For example, if they have had breakfast and how their morning has been so far. Staff use this information to plan for the child's day. Children excitedly choose from a range of activities that staff plan around their interests and sessional topics. For example, staff provide activities using resources that children recently collected on an autumn walk to the park, such as conkers and leaves.

Staff have high expectations for children and what they want them to learn. They know the children well and plan for their next steps in learning. Staff are good role models. Children's behaviour is good. They show that they know the routines well and what is expected of them. Children are confident learners and staff provide a range of activities, indoors and outdoors, which capture children's interest. For example, children in the garden make 'mud soup'. They add different herbs and spices that staff have labelled in jars.

Children learn about healthy eating and oral hygiene. Staff plan activities for the children to grow vegetables and prepare their own food. For example, children grew carrots; they then picked these and had them with their lunch. Children learn about the importance of cleaning their teeth and practise through activities with props that staff provide.

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

• Leaders and managers have high expectations for children and staff. Since the last inspection, they have reviewed and improved training and supervisions for staff. They ensure that staff understand their roles and responsibilities in regard to safeguarding. Staff report that they feel very supported with their well-being and professional development.
• Staff support children's personal, social and emotional development well. Children are encouraged to talk about how and why they feel certain ways. Staff set clear boundaries for children which they follow and show they understand. Children know the routines well and what is expected of them. For example, when children hear the bell ring, they put their hands on their heads and listen to the instructions from staff.
• Children develop good physical skills. Staff plan for children's different abilities and stages of development. The youngest of children are supported with walking and standing. Staff give children ample time to explore outdoors. This includes walks to explore the local area and parks. The garden area has been well thought out to ensure that children are given opportunities to explore different areas and use a range of equipment and resources.
• Staff support children's mathematical development through a range of activities. Staff encourage children to count together as they learn the early concepts of mathematics. However, the curriculum for mathematics does not provide enough challenge for older children.
• Overall, children develop good communication skills. They join in enthusiastically with songs that staff sing with them. Staff recognise children's needs and adapt their approach. For example, staff use simple sign language to support children to communicate. However, the youngest children are not always given the time they need to think and respond to questions.
• Parents report that they appreciate the feedback about their child's time at the setting and their achievements. They are grateful for the support they receive when children struggle with areas of their development and the support they receive to make referrals to outside agencies.
• Children with special educational needs and/or disabilities are supported well. Staff identify needs early and make referrals so that children get the support they need in the quickest time possible. Staff work with other agencies to ensure consistency. This helps children to make the best progress possible.
• Staff learn about children's experiences and home lives. This enables them to plan and create new opportunities for children. For example, staff recognise that some children had not experienced riding on a bus. This enabled them to plan for children to experience bus rides at the local park.

What the setting must and should do next

The provider should:

• provide older children with further mathematical challenges, to help progress their skills further
• help staff understand the need to allow younger children more time to think and respond to questions.