The Old Station Nursery, Oxford

What is it like to attend this early years setting?

Children arrive happy and excited to begin their day. They separate from their parents with ease as friendly staff, who know them well, welcome them inside. Staff celebrate children's achievements with great enthusiasm. For example, during a music session, pre-school children are invited to sing a scale individually, in front of their friends. Children learn that each one of them have a unique singing voice. Staff's praise helps to raise children's self-esteem and confidence.

The staff have created an appealing environment, which presents a rich variety of experiences for children. As a result, children have a positive attitude to their learning and are adventurous and curious in their play. For example, staff provide oats, water and spinach for babies to explore, with a range of small world animals to find. They add texture bags for those who are more reluctant to explore the resources. Staff use these opportunities to extend their developing communication and language skills, as they model words, such as, 'crunchy,' and 'squishy.' Toddlers are delighted to explore the sandpit to explore the pretend seaside area, to find a range of sea life creatures. This enables children returning from recent holidays to chat about their experiences and build on their knowledge. Older children develop their imaginative and understanding of the world. As they explore the solar system, they name planets such as Jupiter and Venus and recall how they rotate around the sun. Through skilled teaching they recall prior learning and children pretend to be the erupting volcanoes. They count competently to 19, before the volcano erupts and describe how the lava 'splats out.'

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

• The manager is dedicated to her role. She values the staff team and supports staff well-being effectively. Staff say that they feel valued in their roles and enjoy working at the nursery. The manager accurately evaluates the setting, seeking the views of staff, children and their families to identify areas where the nursery could develop further.
• Staff receive some targeted support and training to help raise the quality of their practice and skills. For example, all staff have undertaken training on supporting children's behaviour and self-regulation, which has had a positive impact. However, there are occasions when staff do not support children fully effectively in adult led activities, such as during large group sessions or some planned adult-led learning. At times, this affects how well staff focus their teaching to build on what children already know. Current arrangements for monitoring staff practice do not always pick up these minor weaknesses in staff's skills, so they can be promptly addressed. .
• Children with special educational needs and/or disabilities and children with long-term medical needs make very good progress at the nursery. Staff are proactive in working with a range of other professionals. They are highly motivated to work collaboratively with parents. There are comprehensive and effective plans in place to support children. These are known and understood by all staff, and they show genuine care for children.
• Staff have a good understanding of their curriculum and how children learn. Overall, they plan a rich and varied selection of well-organised activities to encourage children to explore and build on what they already know. This helps children to make good progress.
• Children with English as an additional language are supported well. For example, staff use key words, visual prompts, sign language and multilingual pens to further support their language development.
• Staff build strong partnerships with parents. They share information about what children have been learning. Parents explain that children are happy and settle quickly. They discuss how their children benefit from enriching experiences, such as yoga and cooking sessions. Parents are also provided with information from staff about how to support children's learning at home.
• Children enjoy a nutritious and balanced diet, and ample opportunities for physical activity indoors and outdoors. They enjoy sliding, scooping and pouring in the water tray, baking in the mud kitchen, and building in the construction area. Staff emphasise healthy choices related to food, rest, and exercise.
• Key-person relationships are very effective. Interactions are kind and gentle, and children build strong relationships with the adults who care for them. This contributes to their sense of security and safety at the nursery.
• Children behave well. Staff are good role models and children receive consistent boundaries from staff, which helps them to understand the expectations for their behaviour.

What the setting must and should do next

The provider should:

• strengthen the arrangements for monitoring staff practice, to promptly identify and address any areas for improvement.