The Sanctuary Day Nursery

What is it like to attend this early years setting?

The caring and nurturing staff create a warm, welcoming space where children settle easily. Staff plan learning opportunities based on children's interests. For example, children play with dinosaurs in gloop and name the dinosaurs from a book. Staff encourage learning through plenty of talk and questions. This helps children explore new ideas.

Staff enrich children's learning by exploring different cultures and festivals. They also hold regular music sessions led by a music teacher to help children learn new words and use them in play. Children enjoy lively music sessions where they can sing and express themselves with their friends. These activities support the development of language skills and foster a sense of community.

A well-established routine allows children to understand what is expected of them at different times through the day. During play, staff teach children to take turns and use sand timers to explain waiting. Staff praise children when they show kindness and good behaviour. These strategies help children grow in confidence and learn to respect each other. As a result of the strategies in place, children build on their confidence and ability to build relationships.

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

• Leaders have planned a thoughtful curriculum that supports children's personal, social and emotional growth. It also strengthens their language and communication skills. Leaders focus on following the interests of the child for age-appropriate progress. For example, they choose resources carefully, such as the type of cutlery used at mealtimes for each age group. This careful planning helps meet children's needs at every stage of their development.
• The curriculum for mathematics is implemented well throughout the setting. As younger children scoop sand, staff encourage them to think how many more scoops they need and if the cups are empty or full. Older children measure the sunflowers and compare the height to consider which plant is the tallest. As a result, children continually develop their knowledge and skills in mathematics.
• Staff interact warmly and supportively with children. They join in play and answer questions, which helps children enjoy learning. However, staff do not always notice when children are not engaged fully in their learning or lose focus. Consequently, valuable learning opportunities are sometimes missed.
• Staff speak confidently about what children know and what they are learning next. Staff also explain how they support this progress. However, some learning goals are too broad, and next steps for learning are not precise enough to fully ensure children make even better progress.
• Children behave well and listen to instructions. Staff help them to understand their feelings and manage their behaviour. They use tools, such as 'colour monsters', to guide children when they find their emotions are hard to name. This helps children to think about their actions and how they affect others. As a result, children grow in self-awareness and empathy.
• Staff are eager to give children real-life experiences. They help them grow plants and teach them how to care for them. Children use spray bottles to water the plants, and they talk about how they grow. Staff also incubate chicken eggs, and the children help care for them until they hatch. Children go on local trips to places like the library and post office. These hands-on activities help children learn about the world around them in a meaningful way.
• Parents and staff work well together. Parents say they are kept informed about their child's progress and daily needs. Staff meet with parents often to talk about each child's development and how parents can help support children's learning at home. Parents describe staff as helpful and supportive. This builds strong parental involvement.
• Strong processes support children with special educational needs and/or disabilities (SEND). Leaders and staff work closely with parents and professionals to provide early and effective support. Staff set realistic but challenging goals to help children with SEND make progress. This helps to ensure each child receives the support they need to succeed.

What the setting must and should do next

The provider should:

• support staff to recognise and respond swiftly when children become disengaged or lose interest, to help capture and maintain children's focus on learning
• develop staff's knowledge and ability to work towards children's next steps targets more precisely.