The Village Nursery and Pre-school

What is it like to attend this early years setting?

Leaders have put into place arrangements to ensure children are safe in response to the COVID-19 (coronavirus) pandemic. Children are now dropped off and picked up from the door. Children part well from their parents and happily come into nursery. Children are in 'bubbles' and these are managed well. Staff wear masks as they move around the nursery. Children are encouraged to wash hands regularly to promote good hygiene practices.

Children are happy and confident. They show a real respect for staff and each other. Children show genuine care and concern for their friends if they become upset. Children are very well behaved. They follow instructions well and listen to staff and each other. Staff have high expectations for children. Children are excited and interested in the activities staff plan for them. Older children enjoy following a recipe to make their own play dough. They measure out the ingredients themselves. Staff encourage children to think whether the ingredients are wet or dry and what will happen as they mix them together. Children are enthusiastic and take turns with their friends. Children go on trips to the local community. They enjoy visiting the park, where they can socialise with others and feed the ducks.

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

• The curriculum for older children is well planned. It builds on what children already know and can do and is highly effective. Children are independent and confident learners. They are learning skills which are preparing them for their next stage in learning. However, the curriculum for younger children is at times a little rigid in focus. Consequently, children do not always maintain high levels of concentration.
• Staff support older children to learn new vocabulary, which enables them to communicate well. However, staff working with younger children do not always model the correct use of language. Therefore, children are not always being supported effectively with their speech development.
• Children are provided with lots of different ways to express their feelings. Children use a worry tree to share any concerns. Staff respond empathetically to these and plan activities to support children's emotional well-being. Consequently, children are building resilience and growing in self-confidence.
• Children have ample opportunity to play outside and be active. They play on bicycles, ride-on toys and use the slide. There is an on-site chef who prepares healthy home cooked meals. Staff talk to the children about what they are eating and encourage children to try new foods. Children's dietary needs are well met and alternative food options are provided if necessary.
• Children are given choices throughout the day and make decisions together about what they want to do. Children agree nursery rules with the staff. Children often remind each other of the rules, such as walking inside and using quiet voices. Children are beginning to understand what makes them unique. Children are learning about other cultures and explore different events and festivals through meaningful activities.
• Parents speak incredibly highly of the nursery and staff. Communication between parents and staff is effective. Staff make good use of an online system, social media and hand overs at the end of the day. Parents are kept well informed about children's care and learning. Parents are being guided by staff on how they can support learning at home. Therefore, children are receiving continuity of learning.
• Children with special educational needs and/or disabilities (SEND) are supported well. The nursery has strong relationships with other professionals. Leaders work well to implement agreed plans to support the individual needs of children. Therefore, children with SEND are making good progress with their learning. Leaders have established strong relationships with teachers. This has enabled staff to ensure children are well prepared for their move to school.
• Leaders carry out regular supervision sessions with staff and identify targets to improve practice. Staff attend regular online training. However, leaders are not always ensuring that staff understanding is fully grasped. Leaders acknowledge that they need to use supervision sessions more effectively to ensure knowledge from training courses is fully embedded.