Treasure Box Nursery

What is it like to attend this early years setting?

Children enjoy their time at this welcoming nursery. They develop close relationships with their key person, who knows them well. Children demonstrate that they feel safe and secure as they laugh with their friends and seek cuddles from staff, when they need them. Children smile and giggle as they tell stories about how they are going on holiday soon. Staff listen intently as children talk, and ask targeted questions. This helps children to develop their self-confidence and self-esteem.

Children benefit from a fun and stimulating curriculum. Staff make effective use of children's interests to teach them what they most need to learn next. They then plan a suitable range of learning experiences to help children work towards any gaps in learning. Older children happily play alongside younger children. They make them 'dinners' and serve them with a big smile. Children thank one another and talk of the 'juicy ham sandwiches'.

Staff encourage children to initiate their own play. They support children's creativity well. Children decide to make interesting models using modelling dough. For example, they make, 'mashed potato' and a herb garden, showing good concentration. Staff are on hand to help if needed. They encourage children to describe and talk about what they are making, helping to develop their imagination.

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

• The knowledgeable leaders support their team well. They are effective role models for staff, who enthusiastically talk of how the leaders support them well. The regular occurrence of individual and team meetings ensure that staff feel valued and supported. Staff well-being is a priority at the nursery.
• Leaders carefully consider how to spend any additional funding, ensuring that it meets the needs of the children. For instance, leaders used funding to access a training programme aimed at supporting children's emotional development. This has helped staff to recognise children's emotions and how this can impact on their behaviour.
• The curriculum is well designed to meet children's needs, including those with special educational needs and/or disabilities (SEND). Leaders support staff in implementing an ambitious curriculum that focuses on developing children's language, communication and social skills. Staff assess children's needs well and plan activities matched to their individual stages of development. As a result, children are able to join in and learn well from them.
• Children with SEND are well supported. Systems to identify where children may need support are good and staff access early help promptly. Staff work closely with parents and speech and language professionals to monitor progress and develop clear targets. This helps all children thrive during their time at the nursery.
• Staff support children who speak English as an additional language well. They work with parents and use key words in their home languages to support children's sense of identity. This helps children to feel valued and welcome at the nursery.
• Staff are well deployed to support children's safety and well-being, indoors and outdoors. They encourage children to follow their own interests, and lead their own play. For example, children work together as they use mud to make a 'fire pit'. However, when children demonstrate unwanted behaviour, staff do not consistently encourage children to explore the effect of their actions on others. Children do not always learn the impact their actions may have on themselves and others.
• Staff support and encourage children to become confident communicators. Children have many opportunities to widen their language and communication skills. They listen to a new story every week and learn the meaning of key words connected with the book. Children excitedly talk of 'welly Wednesdays', where they take part in forest school sessions. These sessions help children to explore new ideas and take controlled risks.
• Partnerships with parents are effective. They speak highly of staff, and are happy with the support that their children receive. Staff offer regular updates to parents about their children's progress and ongoing development. Parents appreciate how staff encourage them to support their child's learning at home, by offering them practical ideas and resources. This enables consistency in children's learning and development.

What the setting must and should do next

The provider should:

• develop further staff's understanding of using consistent messages when managing behaviour, helping children to begin to recognise the impact of their behaviour on others and understand what is expected of them.