The Old Rectory Nursery Barwell Ltd

What is it like to attend this early years setting?

Children are happy and well-settled at the nursery. They show they are confident as they play with their friends and choose which activities they would like to do. Babies are content as they babble and smile at friendly staff who help them to develop positive relationships with them. Children learn to keep themselves safe. Staff explain the importance of wearing a hat when it is sunny. Generally, children behave well and follow instructions. On occasions when children display challenging behaviour, staff are clear with their expectations and ensure children understand why their behaviour is not appropriate. Children receive praise when they listen to staff. Older children demonstrate their understanding of behavioural expectations as they tell visitors they must put their painting on the rack to dry.

Children learn to take turns and share. Staff use timers to support children to understand when they need to share equipment. Children learn about the world around them. Staff teach children where their food comes from, resulting in children learning what vegetables need to grow. Children demonstrate some prior learning as they confidently tell visitors that plants need sunlight and water. Staff encourage children to be creative, and children enjoy colour mixing and creating expressive artwork. Staff teach them how to use a range of tools such as brushes and sponges.

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

• Leaders have implemented many improvements since their last inspection. They have developed a clear curriculum which focuses on helping children build on what they already know and can do. Staff now carefully plan activities to help children become independent and ready for school. As a result, children who are leaving for school are confident and ready to move on.
• Staff support children's communication and language well. They adapt their language for younger children and use simple words which are easy to understand. Older children learn new vocabulary, such as 'carnivore' and 'herbivore'. They demonstrate their prior learning as they confidently talk about different types of dinosaurs. Children become confident communicators who proudly tell staff about the artwork they create. Staff listen to children as they describe their families. All children, including those who speak English as an additional language make good progress with their communication skills from their starting points in learning.
• Generally, staff have positive interactions with children. However, on occasion, staff ask children lots of questions in quick succession. At times, they answer questions they have asked children without giving them time to think or respond. As a result, children are occasionally unsure about which question to answer, and do not have time to think about their own ideas and how they would like to respond to questions.
• Staff help children to develop their physical skills. Young babies enjoy spending time on their tummies as staff provide interesting objects on the floor for them to look at, helping to motivate them to use their muscles for longer. Older children learn to climb and jump in the garden. Staff teach children how to use their fingers to pick up small pegs and arrange these in different patterns on a board. Older children confidently use scissors to cut cabbage leaves to feed to pretend dinosaurs.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff adapt their methods of communication to ensure children with SEND are able to understand the daily routine and fully participate in activities, such as using picture cards as visual aids. Staff work closely with a range of external agencies to provide additional support for children who need it. Children with SEND have targeted plans for their learning which incorporates advice received from external agencies, such as speech and language therapists. Staff also work closely with schools which children with SEND will attend, to ensure they have a smooth transition and put support in place for the child when they start school.
• Leaders support staff with ongoing training, guidance and coaching. This includes staff attending supervision and staff meetings to help them reflect on their practice. Staff have individual targets in place and are offered tailored training to help develop their knowledge and skills, helping to raise the quality of their teaching.
• Parents are happy with the care provided by staff. They praise the communication they receive and say that their children enjoy attending. Staff ensure that parents know how to further support their children's learning at home.

What the setting must and should do next

The provider should:

• support staff to develop their questioning techniques to give children more time to think, understand and respond to questions.