Truro College Day Nursery

What is it like to attend this early years setting?

Staff welcome children and their families as they arrive at the nursery, and the children settle quickly. Children form positive relationships with staff and interactions are warm. Staff prepare a broad range of activities for children throughout the day to support their learning. For example, staff encourage children to develop their fine motor skills as they make marks in flour. Staff develop children's knowledge of the natural world as they dig together outside and learn about different insects.

Staff teach children to recognise their emotions and to manage their behaviour. They help children to share toys fairly and show kindness to others using a gentle touch. Staff support children to understand turn-taking by talking to them and by playing group games, such as Bingo. Children are developing the skills they need to build positive relationships with others. For example, older children are developing friendships and enjoy playing together with a wheelbarrow, pretending to dig up vegetables. Younger children happily play alongside each other and have opportunities to learn from their older peers while in the outdoor area.

Staff value children's individuality. They encourage children to express their preferences and value their likes and dislikes. Children are confident to explore the environment and express their ideas. Staff encourage children's independence. For example, toddlers learn to dress themselves and prepare and serve their breakfast. Staff support children to make healthy choices. They help children to identify different foods in their lunch boxes and to select the healthy items first. Children are developing the self-care skills they need for the future.

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

• The nursery's curriculum is carefully designed and sequenced to support children's progress. It enables children to develop their knowledge and skills over time. Staff get to know children well from the start and carefully monitor their progress, including specific activities every day to help children to achieve their next steps in learning. Children make good progress and are well prepared for the next steps of their education.
• Staff support children's language and communication skills well. In the baby room, they focus on key words each week and plan activities using this vocabulary during play. For example, they repeat 'hat' as babies try them on. Staff frequently use signing and picture cues to further support language skills. Children are becoming confident communicators and are keen to share their ideas.
• Staff frequently read books to children to support their language and literacy skills. Staff use core books and read these frequently to all children. This helps children to become familiar with the story structure and patterns of language. Children are engaged during story times and listen intently. Older children retell stories confidently using the pictures.
• Children have a positive attitude towards learning. They participate in a broad range of learning opportunities, both inside and outside. However, children do not always have the opportunities they need to become deeply engaged in their play. On occasions, they are not offered enough time or resources to extend their play independently. While staff's interactions with children support learning, not all staff sufficiently extend older children's thinking and problem-solving skills.
• Staff work proactively to build relationships with all parents and provide support when needed. They appreciate parents' ideas and have developed the nursery ethos and values in response to feedback from parent questionnaires. Parents are very happy with the care and education provided by the nursery.
• The nursery fosters strong links with Truro college, where the nursery is based. They use college facilities and expertise, which broadens children's experiences. For example, children visit the catering department to make gingerbread men, and photography students take portraits for families attending the nursery. The nursery also supports the community, recently raising significant funds for a local charity.
• Staff intervene quickly when they have concerns about a child's development and tailor support to target children's specific needs. Staff work collaboratively and proactively with parents, outside organisations and other settings to ensure that children and their families receive the care and support they need.
• Leaders care for the well-being of all staff and readily offer additional support when needed. Staff are very happy and work effectively as a team. Staff attend regular training and have the skills they need to carry out their roles effectively. Staff are becoming more self-reflective, considering ways that they can improve their own practice and work together to improve the effectiveness of the setting.

What the setting must and should do next

The provider should:

• enhance children's engagement in play and learning by facilitating sustained involvement for longer periods
• provide further opportunities for older children to develop critical thinking and problem-solving skills.