The Pepperbox Nursery

What is it like to attend this early years setting?

Children are happy and enjoy spending time in this warm, welcoming nursery. New children settle quickly and soon become familiar with their surroundings. Staff are attentive to children's needs. Babies show that they feel comfortable with the staff. For example, they climb onto staff's knees during play and seek them out for cuddles.

Children across all age ranges develop their independence skills well. Babies learn to wipe their own faces, while toddlers and pre-school children learn to put on their own coats and wash their hands before meals and snacks. Children are free to make choices throughout the day. For example, pre-school children can choose when they want to have snack and can freely access the outdoor area.

Children behave well. Staff have clear expectations about behaviour and consistently support children to work together, take turns and use manners. For example, children are encouraged to take turns during outdoor role play where each child takes a turn being a bus driver and driving their peers. Staff offer constant praise and encouragement, which supports children's self-esteem. As a result, the children respond well to direction and actively share resources.

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

• Staff implement themes of the week, which are incorporated in each activity and follow children's interests. Children make steady progress from their starting points. However, staff do not provide enough opportunities for children to explore mathematical concepts during their chosen activities. For example, children explore materials such as twigs, pebbles and shells to create their own pictures. They engage in rich conversation with staff about where the natural materials come from. However, they are not supported to develop their counting skills or awareness of shape and size.
• Children are developing a love of literacy. Reading stories is embedded as part of the daily routine for children of all ages. As children grow older, they demonstrate how they can handle books with care as they self-select reading as an activity of choice.
• The manager is a reflective leader who has a clear vision for the nursery. She improves the quality of the provision over time through effective coaching and mentoring of staff. Staff morale is high and their well-being is supported.
• There is a good balance between adult-led and child-led activities. This contributes to the wide range of experiences children have in the nursery. However, at times, staff do not consider how to use the space or manage the activities effectively. For example, children are sometimes gathered in the more confined areas of their rooms for group activities, such as circle time, or when cleaning takes place. Noise levels increase and children disengage or cannot be heard, which limits their ability to express themselves or take part in the learning opportunities presented.
• The special educational needs coordinator has a good knowledge of children and provides personalised plans for them. Staff work closely with parents and other professionals to ensure that children with special educational needs and/or disabilities are well supported.
• Children are keen to explore outdoors. For example, younger children use chalks to make marks on the floor. Staff name the colours they are using and encourage them to talk about the marks they have created. Staff ensure that children have daily opportunities for physical development. For example, children balance on wooden beams, play in push-along cars and explore the soil and areas covered with bark, running up and down negotiating their space with peers.
• Parents are happy with the education and care provided, and they highly recommend the nursery. Parents are kept up to date with what their child has been doing on a day-to-day basis via an online app. Staff work in partnership with parents to design a personalised approach to children's transition when they start at the nursery. This supports children to settle quickly and to feel safe and secure.

What the setting must and should do next

The provider should:

• review the routine group times to ensure that all children are interested and involved, allowing children to express and extend their language further
• plan and organise ways for children to count during their play, to extend their knowledge of numbers and mathematical concepts.