Tudor House Day Nursery @ Feniscowles

What is it like to attend this early years setting?

Children's personal, social and emotional development are given high priority in this calm and caring nursery. Children are taught about the importance of kindness and are supported to take turns. Staff value children's views. They regularly consult with children and seek their ideas. For example, staff ask children which activities they would like to do and whether they would like to play inside or outside. As children draw pictures of their families, they talk about what makes them unique and special. Children are happy and feel valued.

Children settle quickly and excitedly hug the staff when they arrive at nursery. Staff are attentive as they greet children. They offer sensitive reassurance to children who need additional support to settle. Children smile as they sing and sign the names of their friends during the 'welcome song'. They are keen to hold hands with each other while singing 'Row, row, row your boat'. Children have strong bonds with the staff and are developing positive relationships with their peers.

Children benefit from the broad curriculum that is in place. They remember what they have been taught and apply this in their independent play. For example, younger children match colours and give meaning to the marks they make on paper. Older children make predictions as staff read the instructions for making hot chocolate. They say, 'The chocolate will melt.' Children develop their curiosity as they explore pine cones. They recall seeing pine cones in books they have read and say, 'These pine cones come from trees.' Children are motivated to learn and make good progress from their starting points.

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

• Leaders and staff regularly monitor and evaluate the quality of their practice. Staff are supported to continually build on their knowledge and skills through targeted professional development opportunities. They frequently discuss with leaders the impact that their professional development has had on the quality of education and care that they provide. This helps to ensure that the quality of the provision remains good and improves further over time.
• Leaders use early years pupil premium funding well to enrich children's education. They work closely with the children's key persons to consider how the funding could be used to help narrow any gaps in children's development. For example, leaders invest in specific resources to promote children's individual next steps. Children who receive early years pupil premium funding make good progress in their learning.
• Staff know children well and carry out their key-person role effectively. They take time to observe children and to find out about their interests and stages of development. Staff consider this information when planning suitable and stimulating activities. Parents speak positively about the detailed communication they receive from their child's key person. Children thrive through this well embedded key-person system.
• Children with special educational needs and/or disabilities (SEND) are well supported by the knowledgeable staff. The special educational needs coordinator (SENCo) and other staff work in partnership with parents and other professionals to identify children's needs early. They put in place additional support to promote children's learning and development. Children with SEND make good progress from their starting points.
• Children's physical skills are promoted well through the indoor and outdoor provision. Children have many opportunities to strengthen their small and large muscles. For example, children enjoy rolling, throwing and catching balls with their friends. They skilfully roll dough as they pretend to make pizzas. Babies who are learning to walk pull themselves to stand and gleefully take steps towards the staff. Older children use pencils with control as they create pictures of their family. Children are making good progress in their physical development.
• Staff promote healthy lifestyles. They have embedded routines to promote children's health, such as regular handwashing and daily toothbrushing. At lunchtime, children are provided with nutritious foods. Children say, 'Peas are healthy,' as staff talk to them about the benefits of eating vegetables. They are developing their understanding of what it means to be healthy and how to look after their bodies.
• In the main, staff's interactions with children are positive and promote their progress well. They ask children questions and have discussions with them about their play. Staff frequently sing to children and introduce some key words to support their growing vocabulary. However, at times, staff are not confident to use their interactions with children to consistently extend their learning. This does not support all children to make the highest levels of progress, particularly in their language and communication.

What the setting must and should do next

The provider should:

• support staff to use their interactions with children to consistently extend their learning, so that children make the highest levels of progress.