The Old Station Nursery - Alcester

What is it like to attend this early years setting?

Children arrive happy and ready to start their day. They understand the routine when they arrive and hang their coat and bag on their peg. Staff ensure that new children to the setting are provided with gradual settling-in sessions to help them become familiar with their unfamiliar environment. 'Marvellous Me' information is gathered from families when children start, including home routines, favourite activities and key words in home languages, so children feel secure from the outset. Children demonstrate a keenness to learn and are happy and settled.

Leaders plan a sequenced curriculum with a primary focus on real-life opportunities to enhance children's natural curiosity, with emphasis on first-hand experiences and child-led learning. Staff implement the curriculum through regular opportunities for children's active engagement and critical thinking while encouraging exploration, creativity and collaboration. All children made timely progress from their starting points and are learning the skills they will need when they move on to the next stage of their learning.

Leaders and staff have high expectations for children's behaviour. Staff support children to manage their feelings and actions. Children show positive behaviour and good manners during their learning and are happy to take turns and share the resources with each other. When disagreements occur, staff intervene effectively, helping children to understand how their actions affect others.

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

• The nursery has developed a curriculum across all areas of learning. Staff complete regular assessments of what children know and can do. They use these assessments to plan activities that allow children to successfully build their learning over time and to identify any gaps in children's knowledge and skills. Children with special educational needs and/or disabilities (SEND) are swiftly identified. Staff collaborate closely with specialist services and parents, and as a result, children with SEND benefit from structured support and a consistent approach to their care.
• Staff promote children's physical development well. Children eat nutritious food at nursery and learn about how physical activity contributes to a healthy lifestyle. Toddlers and older children have many opportunities to develop their physical skills, coordination and dexterity outdoors, as they navigate the obstacle course and wooden structures. Toddlers manipulate tools safely and with increasing control during play dough and mark-making activities. Low-level furniture allows babies' to pull themselves up and practise standing, helping to strengthen core muscles in preparation for walking.
• Overall, children behave well, show positive attitudes and are engaged in their activities. Older children share their ideas and play cooperatively without adult support. Staff help younger children to share and take turns with the resources. As a result, children are tolerant, patient and show respect for the staff and their friends. However, during some planned adult-led activities, less confident and younger children are not as engaged in the activity as they could be.
• Staff plan a progressive curriculum that builds on children's independence skills through the different ages. Children develop their independence through everyday tasks and personal care routines. For example, babies' learn to feed themselves and wipe their own faces, toddlers use cutlery and learn to wash their own hands, and older children self-serve their meals, pour their own drinks and use a knife and fork skilfully.
• Overall, staff support children's communication and language well. For example, staff use simple and clear language with babies, helping them to develop their communication skills. Younger children develop their communication skills as they listen to stories and join in with singing. Staff ask older children questions to encourage their thinking skills. However, at times, staff do not consistently model accurate pronunciation of words to develop children's speech and communication as much as possible.
• Leaders and managers prioritise staff's well-being. They recognise the impact of staff's emotions on children and strive to promote feelings of positivity throughout the nursery. Leaders and managers ensure staff receive the guidance and support they need to meet the care and learning needs of all children. Staff complete necessary training to keep children safe. Professional development is targeted to maximise its impact on children's learning.
• Partnerships with parents are strong. Parents have a high level of trust in the staff and feel extremely well supported. Parents appreciate the setting's support in preparing their children for school, particularly in fostering their confidence, social skills, independence and speech development.

What the setting must and should do next

The provider should:

• review the organisation of group activities to ensure that all children are engaged in the learning opportunities provided
• support all staff to consistently model the correct pronunciation of words when speaking to children.