The Ivytree Nursery Hampton

What is it like to attend this early years setting?

The management team and staff create a warm and welcoming environment where children feel happy, safe and secure. Children arrive at the nursery with a smile on their faces, ready to start their day full of nurturing adventures.

Staff are clear about the nursery rules and children know what is expected of them. Children explain the 'rainbow rules', learn to share, and show kindness towards one another. Staff provide opportunities for children to raise their confidence and self-esteem, including through praise and encouragement. Children enjoy being 'helpers of the day' and manage various tasks themselves. They develop high levels of independence. For example, toddlers have a go at putting their shoes on and pre-school children manage hygiene routines independently. Children pour their drinks and serve their food. They gain the necessary skills in preparation for the next stage in their development and school when the time comes.

The management team and staff know what they want individual children to learn. They are well qualified and skilled to identify gaps in children's learning and quickly provide support to help children catch up. All children, including those who speak English as an additional language and those with special educational needs and/or disabilities make good progress from their starting points.

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

• The management team evaluates their service and seeks areas for further development to benefit children. They focus very well on staff's wellbeing. Staff feel well supported in everything they do, achieve work-life balance, and work with enthusiasm. However, the management team does not tailor support and training for individual staff as much as possible. As a result, some staff have less skills to build on what children already know and can do.
• The management team uses effective strategies, including home visits to support smooth transitions to the nursery. This helps children get to know their key person and settle in quickly when they first start.
• Children enjoy learning and exploration. However, there are occasions when staff do not consider children's individual abilities and interests when planning some group activities. This means that some children are not challenged enough and/or not interested to take part in some activities.
• Children naturally develop a good understanding of how to support their good health. For example, they eat healthy and nutritious meals and learn how to keep their teeth clean.
• Staff have skills to support children's communication and language development. For example, they hold meaningful discussions with children and ask them questions to support children's thinking and imagination. Children enjoy selling ice cream to their friends and talk about the different flavours they invented and how much the ice cream costs. This also supports children's growing mathematical skills.
• Staff provide opportunities for children to develop a love for books. For example, they set up a library and children take books home to read with their parents. Children also enjoy story times and share books with their friends. They excitedly join in story times and proudly show puppets when their turn is.
• Children develop a good understanding of the world. For example, they learn about the life cycle, observe caterpillars, and explain how they will turn from cocoons into beautiful butterflies.
• Children enjoy their time outdoors and build on their physical skills. For example, they pedal on tricycles in the garden and visit local parks and allotment. This also contributes to their knowledge about nature, community, and different people. Children learn to value each other's differences and behave well.
• The management team ensures they work closely with other professionals to support individual children's care, learning, and development. This contributes to children's wellbeing.
• Parents are very happy about the care, learning, and support their children receive. They comment on positive partnerships they have with staff and the support and guidance they gain, including through planned workshops. For example, how to support children's behaviour. Working partnership contributes to consistency in children's learning and development.
• Staff are vigilant and manage children's medical needs and allergies well. They have secure knowledge of how to report concerns about children and staff, to protect children's welfare.

What the setting must and should do next

The provider should:

• tailor some planned activities to better support children's individual interests and abilities to enhance children's learning even further
• shape current support and training for staff to their individual needs to build on the quality of teaching and learning experiences for children.