The Circle Nursery

What is it like to attend this early years setting?

Children excitedly come into the nursery, where staff greet them warmly. They are happy, well cared for and have good relationships with staff. Children's views are highly valued and staff provide them with opportunities to make decisions. They are encouraged to choose which toys they would like out for the day and where they would like to play. Children listen well as they share their views with each other. They are highly motivated and develop good physical skills through a range of stimulating experiences. For example, older children actively explore equipment in the outdoor area. They delight in their achievements as they create cars from crates, climb the steps in the playhouse and create 'cakes' in the mud. Toddlers develop their fine motor skills as they explore the tweezers and play dough. Babies learn to climb, walk and crawl as they explore their surroundings. Children behave well and have good opportunities to take safe risks as they climb trees and monkey bars. Good hygiene measures are in place and children are encouraged to develop independence with their self-care. Young children confidently use the tissues to clean their noses and are reminded to wash their hands. Children and adults eat a healthy, nutritious meal together, making mealtimes enjoyable and a sociable experience.

The manager utilises additional funding that the nursery receives effectively. For instance, she provides specific resources relevant to children's individual needs. The most vulnerable children make good progress at the nursery. Staff kept in close contact with families during the COVID-19 pandemic, which helped to support children's learning and well-being. For example, staff held 'phone surgeries' to offer support to parents.

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

• Parents are very complimentary about the nursery. They attribute their children's good progress, particularly in developing confidence, social skills and speech to the staff. Partnerships with parents are strong. Parents love the care shown to their children. They receive regular feedback, including advice on how to support their children's learning and development at home.
• Early writing skills are well supported. For example, older children work together to create marks with meaning and confidently write their own names on their artwork. Staff introduce the sounds that letters make. Children write down each letter as it occurs, contributing to their early writing skills. However, occasionally, staff do not teach mathematics as well as they could. For example, staff do not consistently build on children's interest in mathematics by using mathematical language or introducing counting into children's play.
• Staff have developed an environment where children confidently choose what they want to play with. Children know where the toys and resources are so they can get out what interests them. Babies are curious, toddlers love exploring, and older children use their imagination to create their own games.
• Leaders display a strong commitment to providing good-quality experiences for the children who attend. They form strong relationships with the staff team and have high expectations for what children can achieve. Leaders and managers identify areas for improvement and provide staff with online training opportunities to enhance their knowledge and skills. Staff say that they feel well supported by the manager and there is a good team spirit.
• The manager develops an inclusive, broad curriculum that supports all children and their individual learning needs. She is clear about what she wants children to learn. This includes the key skills that children need in preparation for school, such as developing their independence skills.
• Staff know the children well. They are positive role models and show interest in what children choose to do. Staff respond to children's emotional needs and get fully involved in their play. Children are happy, confident, feel safe and have good self-esteem. Babies have strong attachments to their key persons. For example, babies follow them and are aware of where they are as they play, coming back for cuddles and reassurance.
• Overall, children's imaginative skills are supported well. Staff sit alongside children in areas such as the mud kitchen and join in with their play. However, staff do not always make the most of opportunities to extend children's communication skills by asking open-ended questions and allowing them time to process what is being asked and to answer before asking the next question.

What the setting must and should do next

The provider should:

• support staff to maximise opportunities to extend children's mathematics skills during everyday activities
• enable children more time to consider their responses to questions, help them to develop their thinking skills and express their own ideas more effectively.