Thrive Culcheth

What is it like to attend this early years setting?

Staff care greatly about children and speak to them in a respectful manner. They stay at children's level and use a calm tone as they talk. This helps children to feel valued and they respond positively. For example, as toddlers are asked to tidy the toys away, they do so without any fuss. Staff provide routines that offer consistency for children. Toddlers sit ready for circle time and show respect for their friends as they make a space for them to sit comfortably. Staff sing with gusto, which motivates toddlers to join in. They learn new words and mimic actions, such as tapping their knees together, as they sing songs. Children are extremely happy and contented.

Leaders and managers have developed a curriculum that fully supports children's communication and language skills. Staff teach the curriculum well. For example, they give children time to process what is being asked, which helps to support children's developing conversations. Staff respond to babies' babbles and give lots of eye contact. As such, babies vocalise tunefully. Staff carefully assess children's communication and language through regular screening. If there are any concerns, they put strategies in place to help children get the support they need.

The nursery provides a safe environment for children to play and explore. Staff ensure that all play areas are free from hazards. They also use 'Pantosaurus' activities to help children learn that their body belongs to them. As a result, children know they can speak up if they are worried.

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

• Leaders and managers understand the nursery's strengths and weaknesses. They strive to make improvements, to enhance children's care and well-being. For example, following a recent incident, they identified that the recording of accidents was not in line with the company's procedures. These procedures have been tightened to ensure that accurate information is shared with parents.
• Leaders and managers are committed to giving children the best start in their early education. They have introduced a new curriculum, which clearly sets out what children should learn. Staff have also received training to teach the curriculum. However, leaders and managers know more work is needed to embed the curriculum to enhance children's learning further.
• The nurturing relationships between children and staff create a happy environment. Staff are intuitive to children's needs and act quickly if children need a little support. For example, staff have created a 'cosy area' to help children develop their self-regulation. This approach works well in practice as children, including babies, go to the 'cosy area' if they are feeling upset. These ideas are also shared with parents, who adopt the same approach at home. This has a significant impact on helping children to manage their emotions.
• Staff have forged strong links with local teachers, to help support children's transitions to school. Reception teachers visit the nursery, which provides pre-school children with reassurance as they meet their new teachers. Staff work incredibly hard to ensure pre-school children have the knowledge and skills they need in preparation for school. For example, staff focus on getting children proficient with their self-care and toileting needs. They also focus on supporting children's physical skills, such as holding pencils in a comfortable position.
• Children have opportunities to revisit learning, which helps them to remember what they have learned. For example, staff caring for babies offer lots of repetition. They repeat rolling the balls to babies and count 'one, two, three'. This generates lots of excitement and babies thoroughly enjoy anticipating and repeating this action.
• At times, the curriculum is not carefully planned and implemented. For example, staff sometimes focus on the environment rather than what children need to learn. At other times, children guide their own play without clear direction from staff. This does not optimise children's learning.
• Children who speak English as an additional language (EAL) are supported from the onset. This strength is largely due to the superb focus on supporting children's communication and language. Staff know children's home languages and understand that children who speak EAL need time to develop their language skills. They offer an abundance of support to help children feel settled and secure. Staff also engage children in singing and talking. They use gestures and maintain good eye contact. As a result, children are able to tune in and pick up English words.
• Staff complete regular training, which helps to keep children safe. Following recent online safety training, staff provided guidance to parents to raise their awareness about online dangers. However, staff have not used their knowledge to educate children about staying safe while using the internet at home. This does not help children to understand the possible risks they may encounter.

What the setting must and should do next

The provider should:

• support staff to embed further the curriculum intent and implementation throughout the nursery
• help children gain a greater awareness of how to keep themselves safe online.