The Old Forge Day Nursery

What is it like to attend this early years setting?

Staff have a welcoming, caring approach and ensure that all children's needs are met. They take care to ensure that any specific dietary needs are managed through discussions with the children's parents. Children enjoy healthy food options, such as limited refined sugars, which are planned to support children's physical health and brain development. Children are supported to feel safe and secure as staff create firm attachments with them. For example, as babies settle in the nursery on their first few days, they approach staff for cuddles and reassurance. Older children show they are excited and ready for their day as they put on their wellington boots ready to play outside.

Leaders work closely with staff to implement a strong and well-sequenced curriculum. They encourage children to have big hearts and open minds and to have great adventures. Staff encourage children to persevere and keep trying, helping them to learn new skills. When they play outside, children practise counting as they jump and dig in soil to find insects. Staff support them effectively and give them lots of praise for their efforts. Children's learning benefits from supportive interactions from staff as they play.

Children generally behave well and create good relationships with others. Babies begin forming relationships with others, toddlers learn to take turns as they push a ball to staff, and older children listen to the thoughts and feelings of their friends.

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

• Leaders and managers have developed a curriculum that is progressive and encourages children to develop the skills that they will need for future learning. They work with staff to develop the skills they need to plan activities for children's play that support what children need to learn next and are based on children's interests. However, on occasion, the knowledge of the curriculum intent that some staff have is not always clear regarding the skills and knowledge they want children to gain.
• Staff are well qualified and experienced. They interact well with children to develop their speech and language. Staff working with the youngest children model new vocabulary and talk to them about what they are doing. For example, children draw and paint pictures of their faces after looking in mirrors. Staff encourage children to describe their pictures by using language to describe their facial features.
• Staff provide good opportunities for children to explore and investigate. For example, children use their problem-solving skills to make models of castles to replicate those a child saw on their holiday in Wales. Children look at the features of castles and work out how to make the towers. However, at other times, staff do not fully consider how to adapt group activities so that all children can take part and remain highly engaged. For example, children make fruit crumble, but not all children are actively involved in their learning and spend time watching the activity.
• Staff set high expectations for children's behaviour and use praise to motivate children in their play. They remind children to use their manners. For example, staff model 'please' and 'thank you' to younger children at mealtimes. However, some children are not given the full support they need to understand how to manage their feelings and engage in group activities, such as story times.
• Staff plan interesting activities outside to have a positive impact on children's heath, physical development and ability to keep themselves safe. Staff structure days so children can spend prolonged periods learning in the forest school. Children revel in the opportunities to run, climb and explore. They learn how to stay safe while doing so. For example, they understand they should never enter the fire circle, whether there is a lit fire or not.
• Parents praise the warm and friendly staff. Staff regularly share information about children's development and what they need to learn next. Parents comment that their children are eager to tell them all about their day and the things they have enjoyed doing while at nursery.
• Leaders are dedicated and passionate about their role. They provide regular and effective professional development opportunities for staff to support them to continually improve their practice. For example, staff have accessed training about different learning styles to help them support individual children. Leaders are committed to providing children and families with the best possible experiences and opportunities.

What the setting must and should do next

The provider should:

• support all staff to have a clear understanding of the curriculum intent so that they are consistently focused on what they want children to learn
• review the organisation of larger group activities to support all children to remain fully engaged and interested in their learning
• find more ways to help children to learn to regulate their behaviour and to understand how this may impact on others.