Tudor House Day Nursery @ Shear Brow

What is it like to attend this early years setting?

Children arrive happy at this safe, warm and welcoming nursery. Parents are now being welcomed back into the nursery following the COVID-19 pandemic. This has been impactful in settling children back into the nursery, particularly for those with special educational needs and/or disabilities. Children eagerly hang their coats up and go to find their friends. Their independence continues through activities that they choose to do. For example, they select resources to build castles, including Buckingham Palace, and choose gems when designing their crowns. All children are encouraged to use cutlery to feed themselves, and staff celebrate their achievements with them.

Children are provided with opportunities to explore the local area. They recently visited a farm. Staff have taken this interest and implemented a 'farm shop' at the nursery. While playing in the farm shop, children wait patiently for their turn to 'buy' fruit and vegetables. Their communication and language are supported by staff who ask questions and model language well, for example when naming fruit and vegetables such as apples, oranges and onions.

Children behave very well. They share and take turns and show a mutual respect for one another. Staff have high expectations of children and provide clear boundaries. Children display positive attitudes towards learning, which is supported through an established key-person system.

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

• Overall, support for staff's professional development and continuous improvement is good. However, systems in place are not fully effective in supporting teaching to the highest level. For example, staff are not always clear how to differentiate activities and adapt swiftly enough to help ensure children remain engaged and keen to learn.
• Parents speak highly of the nursery. They say that staff support their children and family well, particularly those children with special educational needs and/or disabilities. Parents say that through positive partnership working their children make progress. Staff also use themed packs to encourage learning at home, and children's achievements are displayed and celebrated in nursery.
• The intent for the curriculum is not always consistently applied. At times, children are not fully included in some activities. For example, during sensory play some children have fewer opportunities than their more confident peers. Consequently, planned activities are not always sufficiently challenging for all children.
• Mathematical development and literacy are strengths throughout the nursery. For example, staff encourage children to count the number of jewels on their crowns they have created. They use mathematical language such as 'more' and 'less'. Staff introduce the concept of money when children play in the farm shop. For example, they ask children, 'How many pennies do you need?,' and children eagerly attempt to calculate the number of pennies required.
• Children are encouraged to be healthy. They have ample opportunity to play outdoors, climbing, planting and joining in circle games. Weekly forest school activities support their understanding of the natural environment and build their fine motor skills. For example, children select items and make crowns. Children are offered fruit at snack times and a varied menu for lunch. Fresh drinking water is available for all children.
• Communication and language are supported well. For example, staff introduce new words such as 'silhouette' as children select paint and stencils to make their own giant stamps with the Queen on. They discuss the different stamps, and staff build on children's understanding of the world by explaining about first- and second-class stamps.
• Children's understanding of the world is supported well throughout nursery. For example, older children are learning about Africa and the United Kingdom. They are provided with visual aids as well as resources to support their learning. The children discuss which transport mode they would require to travel to Africa. Stories and books are also provided to enhance their knowledge and understanding of the world. Consequently, children are able to recall what they already know and staff use this to take their learning even further.

What the setting must and should do next

The provider should:

• strengthen current arrangements for supporting staff so they are able to raise the quality of teaching to the highest level
• adapt planned activities to ensure all children have equal opportunities to participate and ensure they are sufficiently challenged to build on their existing knowledge.