Two By Two's Nursery

What is it like to attend this early years setting?

Children arrive happy; they are greeted by smiling staff who welcome them in. They have formed close relationships and, as a result, children feel safe and secure in their care. Staff are attentive to children's needs and offer reassuring cuddles to the youngest children. Staff generally have clear understanding about children's learning, including those with special educational needs and/or disabilities (SEND). Children with SEND benefit from individualised support from their key person. All children make good progress from their starting points.

The nursery environment is organised, spacious and inviting. Resources have been carefully chosen to reflect children's interest and curiosities. As a result, children are confident in the environment and show high levels of engagement. Children make independent choices in what they want to do. For example, younger children play with cars, pushing them through crunchy cereal and leaving a trail. While older children use their cooking skills to make their very own banquet from dough. Children's behaviour is good.

Children benefit from going outdoors and develop their physical skills. For example, children use the large open space to run around with their friends. They steer cars and bicycles, kick balls and take safe risks to balance and navigate the tyres. As a result, children develop independence and resilience.

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

• Leaders are clear about what they want children to learn. They are driven to give every child the best possible start. They are focused and committed to raise children's communication and language skills. Staff share this focus and provide exciting opportunities for children to support their language development. However, on occasion, staff can ask too many questions and do not give children time to think and respond. As a result, this limits children's critical thinking.
• Leaders have developed a flexible planning and assessment system. Staff are confident and plan a good range of interesting and exciting activities and experiences that children enjoy. However, staff do not always deliver individualised learning. As a result, children are not fully supported to make the very best progress.
• Leaders work well with outside agencies to ensure that children with SEND receive the support they need at the earliest opportunity. Staff ensure that children with SEND have access to the same opportunities as other children. The curriculum is tailored towards their needs and to suit their learning styles. Leaders ensure that additional funding is spent effectively to further enhance children's development.
• Leaders have embedded a robust key-person system. Staff know the children well. They use their knowledge of children to build on their current interests. Staff use varied resources to promote children's skills in all areas of the curriculum. For example, children use microphones to amplify their voice, and they giggle as they sing the alphabet to one another. Others spend time painting. They enjoy mixing colours and eagerly stir the paint to see what colour it makes.
• Staff are good role models and have high expectations for children's behaviour. Staff consistently praise children's achievements no matter how small. Children are valued and experience a sense of achievement, which develops their self-esteem.
• Children are supported to be independent. For example, children who will be leaving for school wash their hands before sitting down to eat. They serve their own lunch and make healthy choices. This helps them to gain the skills they need in preparation for school.
• Parent partnerships are strong. Parents speak highly of the setting and staff. They are confident that their children are cared for. They comment on how friendly the staff are and appreciate daily feedback from their child's key person. Parents talk positively of how children have settled and how happy they are when being dropped off. Parents comment positively on the progress their children have made, particularly with their vocabulary. For example, parents express how much more their children talk at home, talking about staff and what they have been doing during the day.
• Leaders monitor staff's practice through observations, regular feedback and supervision opportunities. This helps staff to build on their already good knowledge and skills.

What the setting must and should do next

The provider should:

• help staff to deliver their planned and individualised learning intention to ensure that children make the best possible progress
• give children more time to think about what they have been asked, to formulate their reply and respond to questions.