The Old Station Nursery, Marlow

What is it like to attend this early years setting?

Children arrive at this welcoming nursery and settle quickly. They develop close and caring bonds with the attentive staff. Staff praise children, which motivates them and boosts their confidence. Children behave well because they receive clear guidance on managing their feelings and behaviour.

The inviting and well-organised environment excites children and, overall, they joyfully get involved with the activities set up for them. Children show confidence as they access the variety of resources available. For example, babies enjoy exploring the texture of paint with their hands and use a range of tools to make marks. Toddlers pretend to be builders, wearing their hard hats, using their claw hammers and pretending to use the different materials. Pre-school children design their own obstacle courses and make predictions to test their ideas. For instance, children tell staff if they put their arms out this supports their balance when walking along the beam. Staff play with children and are genuinely interested in what they say and do. For example, children make pretend pancakes in the mud kitchen for staff and visitors. Staff provide good narration during play, so children hear a range of language. Physical development is promoted well. Children make their own choices and can choose whether to be inside or outside in the recently refurbished garden. They have opportunities to climb, balance and run freely in the outdoor area. This helps to develop children's large-muscle movements.

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

• The nursery has been through a period of change and faced challenges with recruitment, in line with national shortages in the sector. Leaders have addressed this and show dedication and commitment to ongoing improvement. Leaders have a clear vision for the intention of what they want the children to learn in each room. However, staff are not fully confident in recognising the difference between the activities they provide and what they intend children to learn. This leads to some children not gaining the full experience of the intended learning.
• Children are confident and are developing their independence skills well. For example, babies make their way to the sink following an art activity, knowing this is where they need to wash their hands, with some support. Toddlers and pre-school children set the table for mealtimes, are confident in self-serving their lunch and use cutlery competently.
• Staff overwhelming say they feel well supported at the nursery. Leaders monitor staff practice and provide a range of training, observations, coaching and regular supervisions for their team. However, new or less experienced staff are, at times, unclear about how to support children's learning and development effectively.
• All children behave well. Staff have high expectations for children's behaviour and are good role models. For example, they teach younger children about using 'kind hands'. Children are caring to their friends and like to help each other. For instance, they help to find favourite toys or help to mix mud in the mud kitchen to make their pretend cakes.
• Parents leave glowing testimonials. They say staff are kind and caring and take the time to get to know their children and their families. Staff work well with parents and share information with them about their children's learning and development. In addition, the nursery offers a range of information evenings for parents to attend. This supports the very good partnership working that is in place.
• Children form close relationships with their key person, and parents praise staff for the genuine care they show children. Staff comfort children and offer them reassuring warmth and affection. This helps children to feel safe and secure.
• Partnerships with other settings are strong. For example, all teachers have visited the nursery to meet children who are due to start school in the new academic year. This helps children to settle well into the known surroundings of school when they first start.
• Children learn about each other's home lives and talk about the people who are important to them. Staff understand the benefit of encouraging children to enjoy different experiences to learn about the world around them and the different people who live in it.

What the setting must and should do next

The provider should:

• strengthen the implementation of the curriculum, increasing staff confidence in consistently embedding the curriculum intentions, so all children benefit from the learning experiences and maintain engagement
• build on the systems already in place to monitor staff practice and identify areas for improvement, to support children's learning.