Thorne Flowerpots

What is it like to attend this early years setting?

Children settle quickly in the welcoming nursery, where they confidently explore their surroundings. Staff help young children to find out about the exciting world around them. For example, children observe the life cycle of butterflies from eggs to adults. They delight in feeding butterflies and pet fish. Children show care for these creatures and each other. For instance, older children willingly help younger ones with tasks. Staff are good role models, who consistently show kindness and respect towards children and adults. Children of all ages thrive and blossom.

Staff have high expectations of children and set clear boundaries. Children behave well relative to their ages. They follow clear and familiar routines and show they feel secure. Staff encourage children to share and take turns. They offer a wealth of praise for children's efforts and plenty of cuddles for reassurance when needed. All children happily join in with singing and dancing. Younger children choose soft toys that represent nursery rhymes to recite together. They bounce and sway to the rhythms. Older children remember their favourite songs and join in with the words and actions with gusto. This is one example of how staff carefully plan the curriculum to build soundly on what children know and can do.

All children, including children with special educational needs and/or disabilities (SEND), make good progress from their starting points in development. They learn the basic skills they will need for their future learning. These include independence in using the toilet and dressing themselves. Staff work proactively with parents to achieve these positive outcomes.

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

• The skilful leaders are dedicated and passionate in supporting children and families. They continuously reflect on children's needs and interests and take action to meet these well. The long-standing staff team shares its vision based on recognising the uniqueness of each child and their carers. Leaders expertly provide very good support for staff's well-being, including through supervision sessions and observations. Staff regularly complete targeted professional development that helps them to contribute to ongoing improvements at the nursery.
• Parent partnerships are strong. The support that staff provide for families is extensive. Parents say that they 'trust' and have confidence in the 'fantastic' staff. They comment that staff know their children very well and communicate highly effectively with them about their children's experiences and progress.
• Staff develop effective links with other professionals and agencies to benefit children with SEND. The nursery is highly inclusive. Children learn about the similarities and differences between themselves and others. Staff help children to find out about other cultures, including those of their friends at the nursery.
• The top priority for staff is the good development of children's communication and language skills. They use a range of strategies, such as repeating words slowly and clearly and introducing new vocabulary during children's play. Staff make sure that they know and can use key words in children's home languages when these are not English.
• Staff form strong attachments with children from the beginning. They know children well. The settling-in procedures are appropriately tailored to match individual children's needs. These include home visits, stay-and-play sessions and gradual starts. Staff also thoughtfully plan children's transitions to schools.
• Children have plenty of opportunities to practise their early literacy skills. For instance, they find their own name cards to register their attendance and when collecting fruit for their snack. Older children enjoy group mark making on a large sheet of paper. Younger children make marks in sand and with paint.
• The experienced and well-qualified staff design and implement a structured and appropriate curriculum for children. Their teaching is consistently good overall. Staff swiftly identify and address any gaps in children's learning. Children show a willingness to 'have a go' and are keen learners, who concentrate well for their ages. However, on occasion, staff do not take every opportunity to promote a range of mathematical language and skills as powerfully.
• Children experience a wide range of appropriate books and stories. They show a love of books, which they can freely access inside and outdoors. While playing with small-world toys, children babble or use their words to describe what they are doing. Children relish dressing up as superheroes and using their imaginations.
• Staff ensure that children learn about making healthy food choices and follow good hygiene procedures, such as washing their hands before they eat. Leaders work with parents to make sure that all children are registered with a dentist and know about cleaning their teeth. Children enjoy daily fresh air and exercise.

What the setting must and should do next

The provider should:

• support staff to enrich children's mathematical experiences to enhance their learning even further.