Tom Thumb Nursery: Reffley

What is it like to attend this early years setting?

Children are warmly greeted by staff at the door and welcomed in. Those who are less confident are given reassurance and time to separate from their parents. Children show that they enjoy their time at this nursery. They are content and form secure bonds with the friendly, nurturing staff team. Children increase their confidence as they explore the environment and available toys and resources. They learn key independent skills, such as using the toilet and handwashing. Children are given the opportunity to be energetic. They eagerly join in with staff to a movement session and have a go at balancing on different height stepping stones indoors.

Children are familiar with daily routines and understand expectations. They listen to staff as they ring a bell and efficiently respond to their requests when it is time to tidy away resources. With gentle support from staff, children are encouraged to follow guidance and rules that help to keep them safe. Children are kind and considerate. For example, older children help younger children to find their coats before going outdoors. Staff give children plenty of time to complete tasks for themselves. They praise children often as they recognise their efforts and achievements.

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

• Leaders and staff talk confidently about where children are in their learning and development and regular assess what children know and can do. They use this information to plan the curriculum and know what it is they would like children to achieve during their time at nursery. Staff encourage children's numeracy and literacy skills. However, staff's implementation of the curriculum is not consistent. At times, staff do not use opportunities to challenge or extend children's learning so that they achieve as much new learning as they can from the experiences on offer.
• Children enjoy sensory play experiences. They keenly explore a variety of textures that promotes their creativity and curiosity. For example, children enthusiastically investigate shaving foam with their hands. They are eager to join the play dough table and select the different tools they would like to use, such as rolling pins and shape cutters. Children identify that they need more flour if the dough becomes sticky. They chat to each other and are keen to point out to staff what they have made. Outdoors, children experiment with water and sand. Staff supervise children well and demonstrate to them what else they can make with the different materials.
• Stories and singing are a key part of daily practice, helping to promote children's communication and language skills. Staff use props to help children identify the next song they will sing during 'circle time'. Children join in with the familiar actions and words. Staff chat easily with the children, ask questions and, in the main, introduce new words to help develop children's vocabulary. However, there are times when staff do not fully consider the impact of background noise or the organisation of group activities on children's speech and language development. As a result, some children, such as younger or less confident ones, struggle to remain engaged, for example, during story time.
• Effective partnerships with parents are in place. Parents spoken to on the day of the inspection comment positively about the nursery and staff team. They state their children are very happy and love to attend.
• Staff work effectively as a team to quickly identify if a child may not be meeting typical milestones. They work sensitively with parents and, when necessary, closely with other professionals and agencies to help ensure that these children reach their full potential.
• Staff say they enjoy working in the nursery, many of whom have been there for a number of years. They feel well supported in their role and with their well-being. Leaders monitor staff's performance. Staff have supervision meetings and access to a range of training courses through an online learning platform to help enhance their knowledge and skills. Overall, this has a positive impact on the quality of children's learning experiences.

What the setting must and should do next

The provider should:

• support staff to make a clear link between the intent and delivery of planned activities to enable them to shape those activities successfully to the learning needs of children
• review and develop further the organisation of routine activities to enable younger or less confident children to fully join in to extend their listening and attention skills.