Townley House Nursery

What is it like to attend this early years setting?

Children beam from ear to ear as they arrive at this warm and welcoming setting. They consistently demonstrate the loving bonds that they have with the nurturing staff who care for them. Staff offer comforting cuddles and an abundance of praise to children. They often express to children how proud they are of their achievements. Parents feel that staff go above and beyond to ensure that their children feel safe, secure and understood. Children of all ages thoroughly enjoy their time at this setting.

Children benefit from a curriculum that has been carefully designed to extend their learning through rich and varied experiences. Staff pose questions that promote children's curiosity and provide clear explanations as children recall their previous knowledge. As children look at a map, they recognise England's flag. Staff support them to identify that an island is land that is surrounded by water. Children enthusiastically recall having newly hatched chicks at the setting and growing vegetables outside. Children make good progress in all aspects of their learning.

The setting has high expectations of children's behaviour. Staff model positive, respectful behaviours that children then mirror in their own interactions with others. As children sit together to eat lunch, they take turns in conversations. They respond positively as their friends share stories about their pets at home, their recent experiences and their differing interests. Children behave well and are respectful of each other's views.

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

• The setting supports children well to develop their communication skills. Children are exposed to a range of words as staff read stories aloud and sing songs. Staff hold meaningful two-way conversations with children throughout the day. They respond to cues from children as they introduce new vocabulary. For example, as babies point to the sky, staff use words such as cloud and sun. Children make good progress in their language development.
• The setting has a particular strength in promoting children's mathematical knowledge. Staff skilfully weave mathematical language into their interactions with children. As children roll dough into different shapes, staff introduce the names of shapes such as oval and compare their sizes. Children have many opportunities to practise using their mathematical skills. They confidently count and match quantities to numbers. Children notice that there are three objects on the number 5 and say 'we need two more!'. Children have a secure understanding of early mathematical concepts.
• Children's physical skills are developing well. The setting carefully plans activities that builds on what children know and can do over time. For example, children are taught how to use scissors with increasing accuracy. Staff model to babies how to pour water and scoop sand. Children strengthen the small muscles in their hands as they draw, write and build. Staff effectively support children to make good progress in their physical development.
• Children with special educational needs and/or disabilities are supported well at this inclusive setting. Staff work closely with parents and other professionals to ensure that children's individual needs are understood and met. Children who need extra support receive targeted help from the skilled, knowledgeable staff. All children make good progress from their starting points.
• The setting provides children with experiences that promote learning in all aspects of their development. Overall, staff use their interactions with children well to build on their knowledge and skills. They ask questions to extend children's thinking and encourage all children to join in. However, at times, staff focus their attention on children who are more forthcoming. This means that, on occasions, staff do not identify when quieter, or less confident, children need further support to extend their learning or to remain engaged. On these occasions, staff do not ensure that all children get the same benefit from staff's expertise in extending their learning.
• The health and well-being of children is prioritised. The setting provides children with home-cooked, nutritious foods. Staff encourage children to eat vegetables and discuss the health benefits of this. They teach children about the importance of good hygiene practice. For instance, staff are vigilant in wiping children's noses and ensuring that babies do not drink from another child's cup. Older children remind their friends to wash their hands thoroughly after using the toilet. Children are learning how to look after their bodies.
• The setting is committed to helping staff develop their knowledge and expertise over time. Leaders ensure that staff access a broad range of professional development opportunities. Staff feel that their well-being is supported. The support for staff ensures that the setting's good standards are maintained.

What the setting must and should do next

The provider should:

• Strengthen staff's understanding of how to identify when quieter, or less confident, children need further support to extend their learning or to remain engaged.