The House that Jack Built Day Nursery

What is it like to attend this early years setting?

Children arrive excited for their day at this welcoming setting. They happily chatter to staff as they confidently separate from their parents. Staff have positive relationships with children and know them well. Children show that they feel safe and secure, this includes children with special educational needs and/or disabilities (SEND).

Staff have high expectations for children. They are good role models and encourage children to use good manners. As a result, children behave well. They know the routine and what is expected of them. Staff encourage children to share and take turns. For example, while washing ride in cars in the garden, children share brushes as they concentrate on using the soapy water to clean the cars. If conflicts arise, staff successfully use distraction techniques and work with children to help them find a solution.

Children are encouraged to take control of their learning by making choices as to what they would like to do. In addition, older children benefit from planned activities to support their development and prepare for their next stage in learning, such as their move to school. For example, they listen and follow instructions while completing a creative activity. They patiently wait for their turn when they need support with using scissors and proudly show adults their achievements.

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

• Leaders and managers have planned a curriculum that supports children in all areas of learning. They use information gathered from parents to help children progress from their starting points. Staff complete regular observations and assessments of children to help them plan what children need to learn next. As a result, all children make good progress.
• Support for children with SEND is a strength of the nursery. Dedicated staff work successfully in partnership with parents and other agencies, such as speech and language therapists. Staff attend training to further their knowledge of ways to support children with SEND and develop strategies to further their development.
• Overall, support for communication and language is good. Staff plan group times to support children to listen to their friends and to take turns talking. Staff ask children questions to extend their learning. They use a range of different techniques such as picture cards and simple signing. However, at times, staff do not give children the time they need to think and respond to the questions they ask. At these times children's language skills are not fully supported.
• Children's physical development is supported well. Staff provide children with regular time outdoors. Older children show how they can climb and balance. Younger children are supported well as they develop early walking skills and navigate the space. They enjoy the encouragement and praise they receive from staff as they take a few steps.
• Staff plan activities to build on what children already know and can do. They plan sensory activities for younger children to explore. Older children learn about the world around them and through activities learn about other cultures. However, on occasions, staff do not extend children's learning even further. For example, at times, staff solve practical problems for children without encouraging them to think critically themselves.
• Staff encourage children to be independent. Children pour their own drinks at mealtimes and older children self-serve their lunch. When going outside, they are supported by staff to independently put on their own coats and hats. After snack time, older children help to clear away. Staff sing to children to encourage them to tidy away after themselves.
• Staff support children to develop a love of reading. Children listen intently to stories read by staff. They look at books of their choosing independently or with their friends. Staff plan activities to support children's early writing skills. For example, older children use pencils to create drawings and younger children are keen to show adults the marks they make with chalks.
• Parents describe staff as welcoming and friendly. They appreciate the support they receive and workshops providing them with information on funding and school readiness. Staff provide regular feedback and updates to parents about their child's development and progress. As a result, parent partnerships are strong.

What the setting must and should do next

The provider should:

• give children time to think and respond when engaging in conversations to help extend their communication skills further
• develop teaching skills even further to ensure all staff consistently identify opportunities to extend and challenge children's thinking skills to fully enhance their learning