The Sandcastle Nursery

What is it like to attend this early years setting?

Children are welcomed by friendly staff as they arrive for their day at the nursery. They confidently separate from parents. Staff promote children's well-being effectively. They provide comfort and cuddles if children need reassurance or are upset. Babies happily explore activities planned by staff. They confidently pull themselves into standing positions to reach the activity wall.

Staff have high expectations for children's learning and development. Children make good progress from their starting points. The curriculum successfully supports children's development, preparing them for the next stage of their learning. Knowledge gathered from children's parents supports planning to meet the individual needs of the children.

Children learn about the world around them. They learn to celebrate each others differences. Staff invite parents to visit the nursery to share traditional dress, music and dances from other cultures. Outings to local woods, parks and shops help children to learn about the local community. In the garden, staff have created an allotment area where children plant seeds. Children learn how to nurture the plants and successfully grow vegetables and fruits. Staff then use these in cooking activities where children have the opportunity to make and try new foods.

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

• The dedicated managers have good oversight of the staff and children's needs. They review the curriculum regularly and adapted it to meet the needs of the children attending. Staff are happy and well supported. Regular one-to-one meetings with managers provide opportunities for them to discuss their well-being and training needs.
• Recent staff training for communication and language has led to staff reviewing how this area of learning is implemented. Staff successfully talk to children while they play. They ask children questions about what they are doing, giving them time to think and respond. Activities are planned to support children's communication. For example, children playing a board game listen well to staff and their friends. They successfully wait patiently to take turns in the game and to talk.
• Children's personal, social and emotional development is generally supported well. Younger children show that they know the routine and what is expected of them. For example, they know that at lunch time they wash their hands and then sit at the tables to eat. However, although older children understand the routine, the organisation of lunch times do not meet the needs of all children. For example, while older children prepare for lunch, staff do not recognise when some children struggle with waiting, and at times, some children struggle to regulate their own behaviour.
• Generally, children behave well and show that they understand what is expected of them. Children play well alongside and with each other. However, on some occasions, inconsistency with managing older children's behaviour leads to them being disruptive. At these times, children's behaviour escalates and can become more challenging. For example, during circle time, some children struggled to sit and listen for long periods of time. As they become restless, they distract other children and this is not consistently challenged by staff.
• Children's physical development is supported through a variety of activities. Children show enjoyment as they run around the outdoor spaces. They excitedly join in with group activities that support them to build on, and develop, new skills. Older children enjoy playing in the mud kitchen. When they are tidying they skilfully use brooms to sweep up any mess.
• Parents appreciate the communication they receive from staff about their child's day and the progress they make. When delays are identified with children's development, staff work with parents and other agencies to help children and families get the help and support they need.
• Children with special educational needs and/or disabilities are supported well. Staff regularly observe, assess and plan to meet children's individual needs. Children with English as an additional language are supported to communicate through pictures and gestures. Staff learn key words from children's home languages to help support their understanding.

What the setting must and should do next

The provider should:

• strengthen support for staff to organise the routine more effectively to meet the needs of all children
• support staff to be consistent in their behaviour management strategies, to build on older children's understanding of behaviour expectations.