The Oaks Nursery

What is it like to attend this early years setting?

Children are confident, happy and safe in this warm and nurturing environment. They form close relationships with staff and are keen to explore the very well-resourced indoor and outdoor area.

Children's behaviour is very good. Staff have high expectations for the children in their care. Children are learning to share, take turns and play cooperatively. This helps them acquire the social skills required for their next stage of learning. Children have good opportunities to develop their independence skills and manage their personal care.

Babies are confident and at ease in the nursery. They babble and giggle as staff play 'see-saw' with them. The youngest children delight in using their senses to explore real, seasonal vegetables, such as pumpkins, leeks, carrots and parsnips. They show curiosity and become immersed in their exploration as they investigate the inside of the pumpkin and the seeds. Older children take part in creative activities. They exercise their hand muscles as they manipulate play dough, adding a range of materials to their creations. Children receive an abundance of encouragement and praise, which helps to boost their self-esteem and confidence in their abilities.

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

• The manager and staff work well as a team to provide good quality care and education for all children. Staff plan a broad and exciting curriculum, which supports children to make good progress from their starting points. They focus on meeting children's learning needs during activities based on their interests.
• Staff effectively identify any children that will benefit from additional support and provide targeted interventions to help close gaps in their learning. They place a high focus on supporting children with special educational needs and/or disabilities. They work closely with parents and other professionals to adapt their approach, ensuring they understand each child's unique needs. This inclusive approach means these children are given the time and attention they need to take part and make the most of what is on offer.
• Staff effectively support children who speak English as an additional language. For example, children benefit from the use of visual aids and sign language. This helps keep children informed about the daily routines, regardless of their language development level. Staff learn key words in the children's home language to support learning English to express their needs.
• Children and babies benefit from the strong focus that staff place on their communication and language skills. Staff narrate, as children play and clearly emphasise key words within their interactions to help children's understanding and speaking skills. Staff promote children's mathematical development effectively. Children are encouraged to regularly use mathematical language in their play. Staff challenge children to identify and understand the concepts of size and quantity.
• Partnerships with parents are strong. Staff use a wide range of methods to share information with parents about their children's development. They offer suggestions to parents for learning at home, so they can continue to support their child's development. Parents speak highly of staff and the caring, supportive relationships that staff have with the children.
• Overall, children are engaged in their learning experiences. However, at times, younger children lose interest during adult-led group activities. Staff do not organise group sessions to their full potential, to ensure all children are able to engage in the learning opportunity.
• Children and babies develop good physical skills, and healthy lifestyles are promoted well. They enjoy healthy, balanced meals and snacks. Staff follow good procedures to ensure that children with an intolerance or dietary requirement are catered for.
• The management team have a good understanding of what the setting does well and what it needs to improve. They regularly evaluate the curriculum and environment and work with staff to develop these areas. Staff benefit from regular staff meetings and feel supported in their professional development. However, this support and the training content are not currently focused to consistently make improvements in the teaching of the curriculum.

What the setting must and should do next

The provider should:

• strengthen the use of supervision, support and focused training for all staff to help raise the quality of teaching even higher
• review the arrangements to manage group activities more effectively, to ensure that all children remain fully engaged in their learning.