The Nest Nursery

What is it like to attend this early years setting?

There is a calm, happy and sociable atmosphere at this nursery. Staff place a high priority on children's emotional development and children develop warm and trusting relationships with their key person and each other. Staff are committed to helping every child to succeed and are attentive to their needs. As a result, all children, including children with special educational needs and/or disabilities, are well supported and show positive attitudes towards learning.

Children enthusiastically explore in the indoor and outdoor environments and find interesting and inspiring activities to develop their imagination. They are provided with real-life resources, such as glasses to drink from. They learn to handle objects appropriately and develop an understanding about how to manage their own safety. Children behave well. They play cooperatively with each other and respond well to the routines and boundaries in place. Children thrive on the praise they receive from staff for their efforts and achievements. This helps to build their self-esteem and confidence.

Although parents no longer come inside the nursery, due to the COVID-19 pandemic, staff make sure that they keep them informed. They spend time each day sharing updates and news. During the COVID-19 pandemic, the nursery delivered activities and books to every family to help to support children's learning at home.

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

• Leaders and managers are passionate about working with children and providing them with a good foundation for their future learning. They have a clear curriculum that is well thought out. They provide children with opportunities to explore open-ended, natural resources and household items in their play. This develops children's natural curiosity and creativity. However, some activities could have a clearer learning intent in order for children to progress even more.
• Staff have high expectations for children's behaviour. They know the children well and are good role models. They teach children to become good citizens and be kind. Children's independence skills are nourished from a very early age. They enjoy doing things for themselves, and staff use everyday experiences to support mathematical development. For example, older children set the table at mealtimes and count the correct number of places.
• Children learn about oral hygiene to extend their knowledge of healthy practices. Staff talk to children about the importance of brushing their teeth and read children stories about visiting the dentist.
• The leadership team supports staff to develop their practice. Staff benefit from ongoing mentoring, alongside regular appraisals and peer-on-peer observations.
• They are encouraged to access the range of training that is available to them. Staff consider the impact training has on their practice and apply what they learn. This commitment to staff's professional development results in good teaching, which contributes to children's learning.
• Inclusive practice is a strength of the nursery. Children who need extra support are quickly identified. Staff work with outside agencies and share any concerns promptly. This ensures that children receive any additional support needed to help them to make the best progress possible.
• Relationships with parents are positive. Staff gather information from home about children's achievements, interests and routines on an ongoing basis to provide a personalised experience for all children. Staff share information with parents about how they can support their child's learning at home.
• The nursery supports children's early language development through fostering a love of books, songs and rhymes. Staff sing throughout the day to support children's understanding of routines and transition times. During story time, staff read with expression and enthusiasm. Children ask questions and comment on the story they are listening to. However, during some large-group activities, there are occasions when babies and younger children take part in activities that are above their level of understanding.
• Children have good opportunities to progress in their physical development. They have access to a challenging outdoor area. Children solve problems with support from staff. For example, at forest school, children think about, talk, and try different options to get a hoop down from a tree, using long sticks.

What the setting must and should do next

The provider should:

• consider further how the needs of babies and younger children are met when engaging in large-group activities with older children
• ensure that learning intentions for activities are clear so that staff can support children to make even better progress.