The Priory Day Nursery

What is it like to attend this early years setting?

Staff have high expectations for children and their families. They have secure relationships with them and promote a 'family, home-from-home' ethos. Children are happy to attend the nursery and run in with a member of staff. Since the pandemic, parents drop off and collect children at the main entrance. However, staff ensure they maintain effective communication with them for continuity of care and learning. The manager and staff team have a clear curriculum for children which meets their individual needs. Children build secure foundations for future learning and staff focus on preparing them to start school. For instance, staff work towards curriculum goals in each room of the nursery to ensure children develop the necessary skills to move on.

Staff gather information about children's interests and stages of development when they start. This helps them to plan experiences which children enjoy. Children develop good levels of self-confidence and resilience as they explore the activities with interest. Young children scoop coloured balls in the water tray and show delight when they count them out. Staff encourage babies to explore creative resources and begin to play imaginatively in the garden. Older children are keen to develop their early mark-making skills and choose to practise writing their names with marker pens. Staff help children to understand the things they have done well and regularly offer words of praise and stickers for their efforts. Children show pride in their achievements and have a clear understanding of the boundaries and expectations.

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

• Staff provide an exciting curriculum for children. They consider where children prefer to learn and plan activities for them to access independently and practice their skills. For example, children thoroughly enjoy being outdoors and show higher levels of concentration during experiences. Staff model language to children as they use magnifying glasses to find bugs. Young children develop their physical skills as they use large circle movements with their arms to make marks in the paint.
• Some staff use specific strategies to promote older children's speech and language development during planned group activities. Others model clear words to babies as they play outdoors. Toddlers benefit from circle time with favourite songs and rhymes. However, during young children's self-chosen play, staff do not continue to focus their teaching to help children make progress towards their goals.
• Staff support children with special educational needs and/or disabilities (SEND) exceptionally well. They provide one-to-one support and work towards specific learning targets. Children enjoy being in the sensory room and respond to the high-quality interactions with staff. Staff know them very well and have close relationships with them. They work alongside other professionals and share relevant information. Extra funding is spent effectively. For instance, children now have access to a sensory room to help them have a calm, quiet space which staff also use for one-to-one and small group work.
• Children show an awareness of how to keep themselves safe. Staff talk to them about the importance of wearing sun hats and using sun cream. Older children confidently share their knowledge about the importance of handwashing and good hygiene. They are keen to take an active part in their own self-care. Staff complete daily risk assessments to ensure all areas are safe and suitable for children.
• The curriculum for children's personal, social and emotional development is a strength in the nursery, Staff work hard to build strong relationships with children and their families. They are good role models for children and consistently model kindness and good manners. This has a positive impact on children's behaviour, and they develop good social skills. For example, older children help each other with their school bags.
• Staff have access to a range of professional development and benefit from regular supervisions with the manager. Apprentices say they feel supported here and have a 'buddy' who models good practice. However, staff's training does not always link to developing their skills to meet children's individual needs. For instance, although some staff work with children who have speech delay, they have not had any training to develop their skills.
• Partnership working is very positive. The manager works closely with the local authority advisers and SEND team to support children. Staff provide parents with information about their children's development and promote continuity of care. Parents leave positive feedback for the nursery. They say their children have grown into confident, happy people and attribute this to the nursery staff.

What the setting must and should do next

The provider should:

• focus staff's teaching to ensure children's individual learning goals are focused on consistently throughout the day
• provide staff with training to support children's speech and language development even further.