The Village Nursery School

What is it like to attend this early years setting?

Children happily explore this stimulating environment and receive strong support from nurturing and experienced staff. Their curiosity is inspired by opportunities to venture into the wider world of forests and the local retirement village surrounding it. Staff actively maintain strong connections with the local community. This allows children to engage with a diverse range of people, helping them to respect differences and similarities of people in society.

Children learn good social skills and learn to manage their emotions through strong attachments with staff, who consistently act as good role models. Staff create a safe and homely atmosphere, where children relax and learn. Staff are passionate about their work with the children and know them well. This knowledge forms the basis for the curriculum, which is based on children's interests and prepares them for the next stage in their education. Staff arrange activities around weekly themes, such as camping. For example, they set up a tent and talk about what people might do when they go camping, including eating marshmallows. Children enthusiastically explore the activities set out, such as lounging in camping furniture and using binoculars. The conversations staff have with children as they play, support them to extend their vocabulary and enrich their experiences.

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

• Staff and leaders work very closely together. They all know the children very well. Leaders support staff to develop professionally and continuously undertake relevant training. This creates a positive environment, where staff feel supported and listened to.
• Children with special educational needs and/or disabilities (SEND) are highly included. Staff are quick to identify gaps in development and liaise with each other frequently on how best to support those children. Staff work tirelessly with the local authority and other professionals to arrange additional relevant support for children with SEND. This means that those children are well integrated and benefit from developing good social skills and being as well prepared for the next stage in their education as possible.
• Leaders work in partnership with the schools children will be moving to. They invite teachers to visit the pre-school to share key information and discuss children's progress towards developmental goals. This supports seamless transitions for children.
• Leaders and staff have developed a varied curriculum, designed to inspire children's curiosity and provide opportunities to be physically active, both indoors and outdoors. Staff teach children to manage and assess risk during activities, such as using apparatus or going on nature walks. For example, children learn about stinging nettles and brambles when they go on woodland walks. This supports children to develop critical thinking and resilience.
• There are good arrangements in place to ensure that children have the social skills they need for the next stage in their education and later life. Children enjoy singing familiar songs together at group times. Staff use adult-led group activities effectively to teach children about social interactions. Children know what is expected of them. For instance, they take their turn at answering questions.
• Children learn about the wider world through a variety of well-planned activities. For example, they visit the local post office and the local retirement village, where they perform small concerts. They also invite visitors from the local village and from services, like the police.
• Staff have a strong focus on communication and language. They continually use children's interests and conversations to extend their vocabulary and understanding. For example, children bring in photographs from a trip to a dinosaur museum and staff use this opportunity to talk about different dinosaurs, history, travel and families. In addition to widening their vocabulary and encouraging conversation, this also significantly enhances children's general knowledge.
• Overall, children's independence is supported effectively. They benefit from lots of opportunities to decide on what they want to do and play with. However, the routines around developing some practical skills are less well established. For example, a leadership aim for promoting children's independence at meal and snack times is not always implemented. Therefore, children do not always benefit from the intended learning.
• Parents speak highly of the pre-school and are well informed about their children's progress and next steps. They have confidence in the staff's knowledge and understanding of their children. Parents are supported with key developmental milestones, such as potty training and weaning off soothers, which ensures continuity in children's care, learning and development.

What the setting must and should do next

The provider should:

• provide more consistency in the support for children to develop their independence skills.