Top Chapel Day Nursery

What is it like to attend this early years setting?

Children are warmly welcomed into this exceptional nursery. They greet staff with smiles and hugs. Stimulating learning environments are skilfully set up to extend children's individual learning objectives and specific interests. As a result, all children, including those with special educational needs and/or disabilities, are motivated to learn. Children make rapid progress from their starting points.

Since the COVID-19 pandemic, staff have prioritised children's emotional development. Yoga activities have been introduced to help children to feel calm and regulate their feelings. Staff skilfully use stories and props to support children to talk about their own emotions. All children are allocated a secondary key person to support them in case their key person is not available. Consequently, children, including those who are new to the setting, show immense confidence as they play. They quickly settle and understand the routines of the day. Children's well-being is further assured because they are supported sensitively by the caring staff team.

Children's communication and language skills are promoted exceptionally well. Staff offer a running commentary describing what the children are doing as they play. Children with little language, or those who speak English as an additional language are beginning to use some key words in their play. For example, they say, 'car gone', as they take turns pushing pretend cars down a piece of guttering. Children benefit from lots of opportunities to learn new vocabulary and develop spoken language.

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

• Opportunities for children to do things for themselves are plentiful. Babies beam as they climb into the sand tray. Toddlers demonstrate skills that are specifically advanced for their age. They skilfully use scoops and tongs to serve their own pasta and garlic bread. Older children show determination and skill at getting their own boots and wet suits on. This is because staff have taught them how to do this. Children are becoming independent learners.
• Literacy is embedded within the curriculum. A lending library is available for children to choose a book to take home and share with parents and carers. Older children play sound games and create their own poems that are published in a book. Staff share a wide range of quality books with the children that link to the exciting environment on offer. Children are learning the skills needed to become competent readers and writers.
• Children are developing early mathematical skills as they count down to five before they descend down the slide in the garden. They use mathematical language such as, 'big' and 'tiny' as they compare the size of their boots with each other as they put them on. Children have many opportunities to learn mathematics in everyday contexts.
• Staff teach children to safely and confidently use a rope to pull themselves up onto the top of the slide. Children giggle in excitement as they run and jump around the garden on a dragon hunt. These carefully planned activities help to develop their core strength, which sets them off to a flying start.
• Children's behaviour is exceptional. There are many opportunities available for children to learn about kindness. In pre-school, children explore their feelings during circle-time activities. They talk to the inspector about the golden rules and explain how they like to be kind to each other. Children visit the local community and give out 'kindness plants' and gifts to people in the local shops, and the 'unsung heroes' in the local hospital. Children are genuinely kind and show consideration to others. As a result, they are emotionally well developed.
• Children learn about democracy as they enjoy being part of the pre-school council. Staff support them to work together valuing each other's ideas and opinions. They make choices about what they would like to learn next. They voted to invite the local police officer into nursery to hear about his role. They also asked to learn about recycling and how they could contribute to this in nursery. Children are learning that their thoughts, feelings and opinions are important and valued.
• The experienced special educational needs coordinator has high aspirations for all children at this inclusive setting. She works closely with children and their families, key people and other professionals. She is focused on ensuring that children have the best possible support and outcomes. As a result, children thrive and make excellent progress.
• Staff promote healthy lifestyles. The nutritionally balanced menu on offer, prompts detailed discussions about healthy eating. Children also enjoy yoga sessions and practise relaxation and calming techniques. This helps them to regulate their behaviour and form good habits for their future.
• Leaders plan workshops to support parents' confidence and understanding of topics such as potty training and school readiness. Parents truly value this support. They tell the inspector how resources and information shared has helped them with their parenting skills. These positive partnerships with parents support children to achieve the best possible outcomes.
• The inspiring leaders work closely with the local authority to continuously reflect on and improve their practice. They coach and mentor staff in a variety of ways to improve their teaching skills. In turn, the quality of teaching is magnificent. Children benefit from consistently high-quality education that has a positive impact on their progress and development.