The Red House Nursery

What is it like to attend this early years setting?

The nursery provides a welcoming and nurturing environment for children to thrive. Children are settled and happy. Staff teach children to confidently express themselves. Staff have warm and caring relationships with children. For example, babies enjoy frequent cuddles with staff. Behaviour is good. Children listen intently and follow instructions enthusiastically. Staff use lots of praise and encouragement when children show positive behaviour.

Staff know the children well and tailor learning to meet their individual needs. This helps to ensure that children make good progress. Staff teach children a wide variety of skills. For example, children learn basic first aid and what action to take in an emergency. A key part of the nursery's curriculum is introducing children to new experiences. For example, pre-school children try a range of tropical fruits. They talk excitedly about the smells and textures and confidently taste new things.

Staff encourage children to develop a love of books. They use picture books to soothe babies, and pre-school children enjoy a variety of books independently. There is strong support for children's well-being and mental health. For example, pre-school children consider what makes them strong, brave and happy.

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

• The nursery's curriculum intent is clear. Staff help children to build on what they already know in sequence. For example, babies are taught to wash their hands in a bowl. Pre-school children continue to develop their independence skills and thoroughly wash their hands with minimal support, demonstrating a secure knowledge about the importance of good handwashing practices. This means that children's knowledge and skills develop over time.
• Staff help children to get ready for their transition to school. Teachers from local schools visit children in the nursery. Staff read books to support children's understanding of transitions, focusing on understanding their emotions. This helps children to be well prepared for school.
• The nursery makes timely referrals to support children with special educational needs and/or disabilities (SEND). Staff form close relationships with children with SEND and know them very well. However, the implementation of strategies to support all children's unique needs is not always consistent. Consequently, staff do not always fully enhance children's learning experiences.
• Staff plan activities which capture the children's interests. However, they do not always adapt learning experiences appropriately to meet children's needs. For example, toddlers take part in an activity with spray bottles that are too big for them to hold. This means that children lack control over where they spray. As a result, children are not always able to fully participate and engage in planned learning experiences.
• There is strong support for children's communication and language development. For example, staff introduce children to the names of sea creatures as they play with sand and water. Staff narrate activities and repeat key words to children. This helps children to become confident communicators.
• Staff help children to develop excellent independence skills. Children understand the importance of self-care. For example, pre-school children show great pride as they stand in front of a mirror and carefully clean their faces after meals. This helps children to become skilled in self-care routines.
• There is a strong curriculum for personal, social and emotional development. For example, children take part in small-group activities where they talk about what makes them unique. Children discuss what makes them special, which helps them to develop positive self-esteem and a strong sense of self.
• Staff help children to develop an in-depth understanding of equality and diversity. Children learn about other cultures and languages, such as Spanish. They learn how to communicate with people who are hearing-impaired by using sign language. Children learn about opticians and why some people wear glasses. This helps to promote an inclusive environment for all children and staff.
• Staff provide engaging activities that capture children's attention. For example, children develop their small-muscle skills and learn about textures as they use dough to make their own 'sunflowers'. This helps children to develop positive attitudes towards learning.
• Staff undertake training to support their professional development. The nursery provides a supportive environment for staff who are eager to develop their skills and practice. This means that staff practice improves over time.
• The nursery works closely with parents to support children's learning at home. For example, staff share what children have been working on so that parents can follow this up at home. This helps to ensure a consistent approach to children's learning and progress.

What the setting must and should do next

The provider should:

• develop training for staff to enhance their knowledge of strategies to support all children's unique needs
• enhance the implementation of the curriculum and support staff to adapt learning experiences to consistently meet children's individual needs.