The Roche Nursery School

What is it like to attend this early years setting?

Leaders within this setting are highly inspirational and passionate. They lead an extremely well-qualified staff team, who implement an ambitious, challenging curriculum that ensures the best learning opportunities for children. Children are exceptionally happy and safe. They engage deeply in their learning. Experiences provided are tailored to meet children's current interests and needs and capture their imaginations. Children are extremely confident within the setting and share their ideas with others. Staff ensure that children's views are considered. Older children vote on which book they would like to read before lunch and which new song props they would like their 'Song-Cat' to find. Staff have extremely high expectations of children. Children show high levels of independence in all aspects of their self-care. They fully embrace the opportunities available to them and show very high levels of confidence. Older children flow between the upstairs and downstairs rooms with maturity.

The behaviour of children is impeccable. They are extremely kind to each other. They share resources without prompting and show concern when others may be upset. Children with special educational needs and/or disabilities are extremely well supported within the setting. Leaders and managers work closely to support parents as well as children. Staff liaise with relevant outside agencies to ensure children receive the support they need to ensure they make the best progress.

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

• The curriculum of the setting is extremely well structured to ensure children make exceptional progress from their starting points. Staff know children exceptionally well and experiences are individually tailored to meet children's next steps.
• Staff are exceptionally skilled in extending the interests of children to promote their learning. This enables them to recognise children's talents and develop this with specialist support. For example, children work in partnership with an art teacher from the setting's sister school.
• Communication and language is expertly promoted throughout the setting. This is illustrated when staff skilfully build on children's growing vocabulary by using repetition, songs and asking lots of open-ended questions. This enables children to reflect on what they have learned and use new vocabulary. For example, during a science workshop children learn about the solar system. During a follow-up activity, children mix colours to make their own planets, they recall the words 'solar system, Mars' and 'Jupiter'.
• Staff expertly promote the importance of living a healthy lifestyle to children. For instance, a visit from the 'rainbow fairy' gave children the opportunity to learn about different types of fruit and vegetables. While eating lunch, children recall how the 'fairy' told them they may need to 'try foods 17 times' before they decide they like it.
• Children have superb opportunities to learn outdoors, including taking part in 'forest school' sessions weekly. This enables them to develop their emerging physical skills by taking part in activities, such as obstacles courses. Children learn about taking risks within a safe environment, using real life tools such as hammers.
• The diversity of the setting is celebrated exceptionally well. Cultural celebrations important to children and families are embedded into the planning of the setting. Children learn about what makes them unique and this is represented and celebrated around the setting. Children are taught to value each other's opinions and show respect to each other.
• Partnerships with parents are exceptionally strong. Parents talk of excellent communication as well as the nurturing nature of staff. Staff keep parents up to date with their child's learning and development. They provide guidance and support for parents when appropriate and signpost them to external services, as required.
• Leaders and managers support staff's well-being extremely well. They understand the effect the COVID-19 pandemic has had and have taken steps to ensure staff feel listened to and supported. Staff have welcomed the introduction of initiatives, such as 'mindfulness Monday'. The team come together to have breakfast before the setting opens and talk about the week ahead.
• Leaders and staff reflect on their practice. They seek regular feedback from parents. Staff work closely with other agencies and the local authority to support children and families. Staff are encouraged to engage in further training to continue their own professional development.