The Park Nursery

What is it like to attend this early years setting?

Children thrive in this welcoming and safe nursery. They develop close relationships with staff and arrive happy to see them. Staff provide lots of cuddles and reassurance to babies, and toddlers are keen to tell staff about what they have done with their family. Children make independent choices about their learning. For example, pre-school children choose a ball game, which inspires a large group of children to join in. They sing, name friends and roll the ball successfully to each other. This inspires their language, social and physical development.

Staff help children to develop a positive attitude to their learning. Children are eager to engage in the exciting activities staff provide. Babies demonstrate a strong exploratory impulse as they engage in sensory play. Toddlers learn to use scissors successfully and proudly demonstrate they can open pea pods. They enjoy tasting and counting peas from the pods and are supported effectively by staff. Pre-school children are proud to show their emerging writing skills as they scribe their initials on their work. This promotes children's creative and physical skills.

Staff provide clear expectations for behaviour. Children learn why some behaviours are not acceptable through the patient, calm and kind guidance of staff. For example, staff explain how throwing toys can hurt others. Staff remind children of the nursery rules, such as walking around low fences to access an area of their choosing outside.

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

• Staff know the children and their families extremely well. They gather information from parents when their children first start to attend the nursery, to find out what they already know and can do. Staff use children's interests and next stage in their learning and development to plan activities. This helps children to make good progress.
• Children develop a love of books. Babies turn pages of a book while feeling the different textures. Toddlers spend time looking through books and talk about the pictures they see with staff. Pre-school children listen carefully as staff read stories with enthusiasm. Staff ask children questions so that they remain focused. Children engage and develop their language skills effectively.
• Children are curious and inquisitive learners. Babies explore sensory activities. They show delight as they fill and empty containers and taste the cereal. However, sometimes, the organisation and grouping of children mean that staff's learning aims to benefit all the children are not fully met.
• Pre-school children develop their independence as they confidently pour their own drinks and cut their own fruits at snack time. Toddlers select and talk about the fruits they like. Staff discuss how fruits grow as children find seeds. Children know to wash their hands before they eat. Children talk about their toothbrushes, and staff discuss toothbrushing routines. This supports children's health and hygiene awareness.
• Staff support children's early mathematical skills as part of everyday activities. For example, staff sing counting rhymes to babies. Toddlers count staff's fingers, and pre-school children count the fruit they eat. Staff use mathematical language, such as 'one more' and 'half', to extend children's understanding further.
• Staff know the children well. They understand their interests and know how to support them in their learning. However, occasionally, children are not given opportunities to learn new skills as staff intervene too quickly and take over. For example, staff open packets and bananas for children at lunchtime, without first asking to see if the children can do this for themselves.
• Children are beginning to learn the rules and routines of the nursery. Staff explain the consequences of their actions and help them to understand how their behaviour can affect others. Staff consistently promote good manners.
• The provider follows a robust induction process and ensures that all new staff undergo relevant checks to confirm that they are suitable to work with young children. Staff are provided with ongoing support, supervision and training opportunities to enhance their skills further. They reflect on their practice well.
• Parents speak very highly about the nursery and staff. Staff share what children have learned and what they need to learn next. This contributes to continuity of children's learning between home and the nursery.
• All children make good progress at the nursery, including children with special educational needs and/or disabilities. Staff are skilled at quickly identifying children's needs and swiftly put support plans in place to aid children. Staff liaise with relevant professionals and parents to support children even further.

What the setting must and should do next

The provider should:

• review the organisation of activities to take into consideration the age ranges and abilities of all children present
• consider how all staff give children sufficient time to try to do things for themselves when learning new skills.