The Grosvenor Day Nursery Ltd

What is it like to attend this early years setting?

Staff create a warm and nurturing environment where children feel safe, valued and confident. They encourage children to express their emotions and support them in developing self-awareness. During group discussions, children share their feelings using emotion cards, helping them to recognise and communicate their emotions more effectively. Staff promote physical well-being by incorporating movement breaks and outdoor play, ensuring children stay active and engaged throughout the day.

The setting provides an ambitious and inclusive curriculum that supports all children, including those with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds. Staff carefully plan engaging learning experiences that spark curiosity and encourage independence. For example, children take part in hands-on science experiments, storytelling sessions with props and role-play activities that build their language and problem-solving skills. Staff use visual aids and sensory resources to help children with SEND to access learning in a way that meets their individual needs.

Staff set high expectations for children's engagement and attitudes. They model positive behaviour and teach children how to cooperate, solve problems and show perseverance. When faced with challenges, staff encourage children to keep trying, whether they are building a tower in the construction area or learning to put on their coats independently. Through daily routines, such as turn-taking games and collaborative group activities, children develop respect and responsibility towards others.

The curriculum shapes children's learning and development in meaningful ways. Through carefully planned activities, children build on their knowledge and strengthen their problem-solving and creative skills. A recent project on nature allowed children to explore their environment, ask questions and create observational drawings, deepening their understanding of the world around them. Staff take a holistic approach, ensuring that children grow socially, emotionally and cognitively. This strong foundation prepares them for their next stage of learning and sets them up for future success.

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

• The setting creates a home-from-home environment where children feel secure, recognised and confident. Staff promote this through activities such as phonics games, where children engage joyfully with sounds and letters, and staff provide consistent encouragement to build their confidence.
• Staff promote children's emotional and physical well-being through structured routines, outdoor play and activities that support both independence and cooperation. Children take on responsibilities, such as washing their own dishes, selecting meals and learning skills such as cutting fruit, which empower them to take ownership of their actions.
• Staff offer engaging learning opportunities for all children, including children with SEND. They provide activities that promote curiosity, problem-solving and independence, such as outdoor activities and games that stimulate children's critical thinking and creativity. However, leaders recognise a need for continued commitment to enhancing the quality of teaching and supporting children's learning experiences, ensuring that each child's development is catered for in an engaging and dynamic way.
• Staff embed positive interactions and foster a culture of resilience and respect. Initiatives such as 'star of the week' encourage children to help their peers with daily tasks, fostering a sense of responsibility and mutual respect within the group.
• Staff collaborate closely with parents and external providers to ensure they meet children's individual needs. Regular communication with families and specialists provides a comprehensive approach to supporting children's development and well-being, helping them progress in all areas of learning.
• Leaders prioritise staff supervision and training, offering opportunities for professional development to enhance their knowledge and skills. Recent training, such as courses on sensory activities, helps staff to support children more effectively.
• Staff consistently promote positive attitudes and engaging learning experiences. However, they continue to refine how they work together to manage children's behaviour, particularly for children with SEND, ensuring that strategies align across the setting.
• Staff use language effectively to support children's development, particularly in areas such as communication and language. They model rich, descriptive language during play and interactions, ensuring that children have opportunities to develop vocabulary and understanding through everyday conversations and structured activities. For example, during creative play, staff describe actions and objects in detail, helping children build their language skills as they engage in activities such as role play and arts and crafts. Additionally, staff provide gentle prompts and encouragement, helping children to express themselves confidently.
• Leaders and staff work closely with parents, creating an open and supportive environment. Regular communication, such as through parent meetings and informal check-ins, ensures that parents feel involved in their child's progress. Parents consistently express appreciation for how staff listen to their concerns and work together to support children's development.
• Leaders actively support staff morale by providing regular training, supervision and opportunities for professional development. Staff feel valued and supported in their roles, with many expressing appreciation for the resources and guidance available to help them succeed.

What the setting must and should do next

The provider should:

• encourage staff to work collaboratively to ensure consistent management of children's behaviour, particularly for those with SEND, while exploring strategies to enhance their knowledge and practice in this area
• continue to strengthen curriculum planning to further enhance the quality of teaching and provide more tailored support to children's learning experiences.