The Pelican Nursery

What is it like to attend this early years setting?

Children arrive and are greeted with a warm welcome. They quickly become engaged in their learning. Practitioners form caring relationships with children, which is supported by a tailored key-person system. As a result, children feel safe and secure. Parents comment on the notable development their children make. Leaders have the same ambition for all children.

Staff plan a curriculum that captures children's interests. For instance, older children explore shells in sand as they focus on summer. Later, they chop their own fruit and make smoothie ice lollies. Younger children learn about travel. They enjoy the sensory experience of rolling cars in paint and over bubble wrap. Practitioners seize every opportunity to promote children's language development. They use mathematical terms, such as 'more', 'bigger' and 'higher', as young children build a tower.

Children know the routine of the nursery. They listen to the instructions that practitioners give. For example, children line up to go inside after being caught in their game of tag. Practitioners support children to learn to manage their own risk. For instance, children balance on climbing equipment. Practitioners remind them how to land safely as they jump off. They encourage children to rest and drink water after a physical game and explain the importance of staying hydrated.

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

• Leaders have developed an inclusive environment, where staff feel supported. Staff's well-being and future development are considered during regular supervision sessions. Leaders use opportunities to access rich training experiences. They observe staff's practice to monitor its impact. Partnerships are built with local schools. This provides access to additional outside space and later supports children's transition on to school.
• Parents speak highly of the safe and stimulating environment. They comment on their children's attachments with key persons and the thorough settling-in process. Parents say that the daily communication from staff provides an insight into children's routines. They are offered termly meetings to gain an understanding of their children's development. However, staff do not consistently provide parents with ideas and suggestions about, for example, how to further support individual children's learning at home.
• The provider has a clear vision. They have developed a curriculum that enhances children's cultural capital. For example, younger children discover various modes of transport and link this to their travels. Older children cut out tickets and label them for their plane journey. Later, they discuss their destination. Staff have time to reflect on the success of activities during planning meetings. However, they do not always consider the implementation of activities on some younger children's development. For example, opportunities are missed to engage all children when sharing pictures of transport. Consequently, the impact of this activity is ineffective.
• Children know the expectations for their behaviour. They respond positively to requests from practitioners. For example, older children help to tidy up. Younger children remove their shoes and socks before they sleep. Practitioners consistently praise children's efforts. This helps to boost children's self-esteem and desire to try. Children's contributions are valued. They vote for stories and activities, and they then use a tally to count the results.
• Practitioners swiftly act to identify children with special educational needs and/or disabilities. They work closely with professionals to gain support for children. Children who speak English as an additional language make good progress. Practitioners use children's experiences to prepare them for life in modern Britain. For example, they play songs that reflect children's first languages. Children discuss the countries their families are from.
• Practitioners place a strong focus on children's communication skills. They provide children with time to think before they answer. Younger children describe the direction a hot air balloon travels. Older children explain the rules of a game. Practitioners thread language through all activities. For example, they encourage children to describe their feelings through stories. Children express their imaginations through role play and action songs. They remember what they have learned, such as recalling that tadpoles grow into froglets before becoming frogs.
• Practitioners promote children's independence. Children instinctively wash they hands before eating. Older children serve their own meals. Younger children feed themselves and drink from cups. Children enjoy freshly cooked lunches. Practitioners use colour-coded plates to identify children's allergies and dietary requirements.

What the setting must and should do next

The provider should:

• strengthen the existing communication with parents to provide ideas that will enable them to continue to support their children's learning at home
• develop planning to focus on younger children's next steps in learning more precisely.