The Crescent Nursery School

What is it like to attend this early years setting?

Children thrive at this early years setting. They are supported by key staff who use their detailed knowledge and accurate assessment of children's current stage of development incredibly well. This supports children's precise next steps in learning to great effect. Leaders obtain a wealth of information prior to children starting, from which they create a highly ambitious curriculum based on the needs of the children they serve. As a result, all children make rapid progress during their time at the nursery. Children are taught that what they say, think and feel is important. Staff give them time to feel heard, welcomed and respected. Children are taught that they can grow up to become anything they aspire to be and are encouraged to explore the skills of those professions and careers. This supports children's sense of belonging, identity and overall well-being.

High-quality support for children with special educational needs and/or disabilities (SEND), and inclusive practice, is a cornerstone of the setting's ethos and curriculum. Children with SEND benefit from packages of individual tailored support and learning plans that are explicitly shared with all staff. The setting's most vulnerable and disadvantaged children make exceptional progress. All children demonstrate exemplary behaviour and attitudes to learning. They show excellent manners, compassion and an understanding of the boundaries and expectations of the setting. For example, during a woodland walk, they remind visitors not to walk on areas that are out of bounds, and talk about 'respecting others' spaces'. They find and share resources with their friends, such as bug viewers and clipboards, and help each other roll logs to search for insects that they have discussed during story time.

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

• Leaders create, and support staff to deliver, a broad and exciting learning programme that ensures children are well prepared and eager for their move into school. As well as having a strong focus on supporting children's personal, social and emotional development, children benefit from an equal emphasis being placed on their understanding of early mathematics and literacy. Letters and shapes are displayed and discussed throughout the environment, and during each activity. Staff introduce mathematical language, such as equal to and heavier than, during children's free play to support their critical thinking and problem-solving skills.
• Staff support children's love for reading, books and stories, and children demonstrate great familiarity with stories that they have experienced. For example, children recall with precise detail 'The Gruffalo', which they believe lives in the woods behind their nursery. They go on to correctly sequence each creature the little brown mouse comes across. Staff explain that they regularly take children to 'The Gruffalo Woods' to climb 'The Gruffalo Tree'. This helps children to make links in their learning with the world around them and actively brings stories to life. Children also learn that books are sources of information, as they are supported by staff to refer to recipe books as they play in the role play kitchen and look up types of insects following their bug hunt.
• Staff plan activities and experiences which creatively capture children's interests and natural curiosity. They use their experience and skills to adapt activities to each child's unique learning style, ensuring that opportunities are fully inclusive. Children who require additional support always have alternative resources, special objects of reference or transition toys from home to support them to achieve and progress. Other children understand that we all learn differently and are not easily distracted from their learning. Children remain deeply engrossed in their play and exploration and enjoy testing out their ideas. They are tolerant of others and respect differences, preparing them well for life in modern Britain.
• Staff encourage and support children's independence and confidence through direct teaching of skills and through the daily routine of the setting. Children demonstrate extremely high levels of independence in their play and learning. Leaders have built on practices implemented during the pandemic, such as rotating key groups around the provision throughout the day to support children to understand the visual timetable and know what to expect next. As a result, they are eager to help when they hear the tidy-up time signal and are ready to move to their next activity. This supports children to settle quickly into their learning and helps them develop resilience in their ability to manage change.
• Staff sit to eat their snacks and meals with key groups, helping to further develop strong bonds and relationships. Children seek support from staff when they need help. For example, they recognise that they are feeling overwhelmed, and let staff and their friends know that they need to take time to calm and relax themselves in their designated safe space. This supports children's personal, social and emotional well-being.
• Leaders promote and encourage all staff to take pride in a shared sense of ownership in the quality of the provision, in addition to the achievement that each and every child makes. All staff, including the manager, receive regular supervision and feedback regarding their personal effectiveness. Leaders strive to continually evolve the provision and keep up to date with the latest research in the early years sector. They provide staff with a wide range of training and development opportunities to develop their lead areas and skills. This supports the views held by parents regarding the continued exceptional standards of care and the extremely high quality of teaching and learning that their children receive.