The Old School House Nursery School

What is it like to attend this early years setting?

Children enjoy coming to the nursery. They arrive happy and ready for the day ahead. Staff welcome parents and children and create a playful atmosphere. Staff spend time finding out about children and getting to know them well so that they feel valued and safe. Children settle easily, develop good relationships with staff and are thriving.

Children benefit from a broad curriculum that promotes their abilities in all areas. The nursery is well organised so that children can enjoy a wide variety of experiences and learning opportunities each day. Staff offer a clear routine so that children understand what is happening now and next. Children have opportunities to play outside each day. Staff sit among children as they enjoy climbing, singing and playing. Staff's interactions with children are consistently good. They listen to children's ideas and share language.

Staff read enthusiastically so that older children are engaged in the story. They ask questions that encourage children to develop thinking skills and remember what they have learned. Children listen to staff, and they learn to cooperate and to take turns. Children work together and help to put things away. They learn to socialise and develop close friendships. Children develop independence and learn to keep themselves safe, for example, as they walk down the stairs.

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

• Children's behaviour and attitudes are excellent. Young children are joyful and confident as they dance and sing. Staff encourage children to express themselves and join in. Older children dance to music on the big screen. Staff respect children. For example, they ask permission before changing children's nappies and wiping their noses.
• The curriculum is focused on the prime areas of learning and children being ready for school. Staff identify next steps for babies and toddlers and support their individual learning in the prime areas. However, on occasion, staff focus on teaching children their colours rather than helping them build on what they already know and can do.
• Staff speak clearly and have high expectations of children. They explain activities to children and tell them what is expected. However, on occasion, group activities are too challenging for some children, who become distracted. For example, staff focus on specific tasks, such as children recognising sounds and letters, when they are not yet all at this stage of development.
• Children sit together in small groups to share meals and snacks. Staff sit with children and help babies and toddlers to feed themselves. They encourage older children to develop their independence and self-care, such as pouring their own drinks. Staff work closely with parents to support children with allergies and dietary preferences. They log what children have eaten each day. Staff sit among babies and toddlers so that they feel safe and comfortable as they rest. They monitor children as they sleep.
• Leaders are proud that the nursery is a training provider. Room leaders plan activities and support apprentices. Staff benefit from regular appraisal meetings. Leaders know staff well and support them to develop specialisms, such as forest school activities in local parks. Staff say that they feel supported and enjoy their work.
• Staff are supportive and enjoy being with children. Managers work closely with other professionals to support children, especially those with special educational needs and/or disabilities. Staff treat children as individuals. They adapt activities and equipment so that all children are included. Staff promote diversity and inclusion, such as through the books, resources and celebrations that they offer.
• Parents are impressed with the support they receive, especially for children with special educational needs and/or disabilities. They say that staff treat their children as individuals. Staff share information with parents in daily conversations, care sheets, newsletters and termly reports. Parents say that children enjoy coming to the nursery and make excellent progress, especially in language and communication. They comment that their children talk fondly about staff. However, systems for sharing information with parents could be better established.

What the setting must and should do next

The provider should:

• focus the curriculum more precisely on what children know and need to learn next, so that expectations are matched to their stage of development and achievable for all children
• strengthen adult-led activities with older children to enable all children to maintain attention and join in
• explore ways to build even closer partnerships with parents so that information-sharing is collaborative.