The Weir Link Nursery

What is it like to attend this early years setting?

Children feel safe and have fun at this welcoming setting. They form secure attachments with staff who know them well. Children throw their arms around them and giggle as they play and learn outside. Children confidently choose from a wide range of resources that spark their interest and imagination. Babies build the strength in their hands, as they squirt coloured water onto tissue paper and watch the effects. Older children use their thinking skills as they join large pieces of fabric together with pegs to create a tent. Most activities take account of children's interests and what they need to learn next. For example, children excitedly explore different fruits using all their senses. All children make very good progress in their learning.

Children build positive relationships as they play and are thoughtful and considerate of each other. For instance, babies share items with their friends. Children behave very well and have positive attitudes towards learning. They follow instructions during the day and wait patiently for their turn. For example, at circle time, older children wait for staff to call out their name before they go off to play.

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

• The manager is passionate and driven in her intent to offer the very best early years experiences. Overall, the well planned and ambitious curriculum supports all children's learning and development, including those with special educational needs and/or disabilities. This prepares children very well for the next stage of learning. However, there are occasions during adult-led activities, where all children do not fully benefit from the education opportunities available to them. For instance, during an activity, staff focus their attention on and support the learning of children standing closest to them.
• Children benefit from a language-rich environment. Staff provide babies with a narrative during imaginative play and introduce words, such as 'mash' and 'squashy' as they explore. Older children engage in back-and-forth conversations and staff pose effective questions as they play to challenge them. Staff run language groups, offer children choices and use sign language for children who are less confident when communicating. This helps all children make very good progress in this area.
• Children's early literacy skills are progressing very well. There is a key focus on developing these skills in preparation for the next stage of learning and the move on to school. Babies turn pages as they look at books independently. Pre-school children make up their own stories using storytelling language, such as 'Once upon a time.' They then act them out with help from their friends.
• Staff help children develop an understanding of the world around them, which includes differences between themselves and others and what makes them unique. Babies have picture books about their families, and this supports their emotional security and self-esteem. Children at the setting learn about a variety of festivals, which helps them develop an understanding about the lives of their friends and people in the local community. For instance, children learn about a traditional Catalan festival.
• Staff encourage children to think about risk. They provide them with explanations to help them understand what is safe. For example, staff talk to children about why they need to be careful as they cut up fruit.
• Partnerships with parents are strong. Staff share information with parents about their child's progress regularly. This helps the continuity of care and learning between the nursery and home. Parents say that the monthly family events at the setting are 'amazing', and that they feel there is 'a real sense of community'.
• Staff training has been effective in developing staff knowledge and skills. For instance, staff members have used their training in sensory and messy play to support children's learning at the setting. Staff feel well supported by leaders and feel comfortable approaching them about any problems or concerns.
• Suitability forms for a new trustee/company director had not been submitted to Ofsted within required timescales. This was an oversight and although it is a breach of requirements, it did not have an impact on children's learning or welfare.

What the setting must and should do next

The provider should:

• review the organisation of adult-led activities so that all children involved benefit fully from the education opportunities available to them.