Wellingtons for Langley Hall Ltd

What is it like to attend this early years setting?

Children arrive happy and eager to join their friends in this welcoming nursery. They build strong relationships with their key person, who shows care and compassion. This helps children to settle in well. Children enjoy cuddles and telling practitioners about their morning before coming to nursery. Practitioners listen with joy and engage in conversation with the children. Practitioners interact and listen to the ideas and opinions of the children, and they offer suggestions to extend their play and learning. They engage children in focused activities that build on what they know and can do.

Older children show great interest in minibeasts and go on a hunt for them in the garden. Children identify where they can find the minibeasts. They tick their charts with pride when they have found one. Children develop good physical skills as they explore the garden space. Practitioners support children's interests outside and engage in play with them. Children enjoy creating their own obstacle courses. For example, they like to climb, balance and throw and catch beanbags with the practitioners.

Babies enjoy sharing books and exploring sensory activities. This supports their coordination and muscle development as they reach for and grab toys of interest to them. Practitioners are ready to help babies pull themselves up and cruise around furniture. This supports babies' confidence and resilience to manage and take risks.

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

• The leadership team has a clear and ambitious vision of what it wants children to learn. Leaders ensure that practitioners know and understand their vision. Practitioners plan activities that build on what children know and can do. Children make good progress and are well prepared for the next stage in their learning as they move through the nursery and on to school.
• Practitioners present relevant information about the activities to children and promote appropriate discussions with them. Children engage in play and show joy and pride as they achieve their goals and achieve what they set out to do. Practitioners communicate with the children well and assess their progress. They provide further questions to extend children's learning.
• Children demonstrate their positive attitudes to learning through high levels of curiosity and concentration. They enjoy the activities planned. Practitioners model high expectations of behaviour to children. The relationships between practitioners and children are positive. They are built on mutual respect and appreciation for each other. Children listen to and respond to instructions or requests. They are developing their resilience and are learning to keep trying. Children show pride in what they do and enjoy sharing their achievements.
• A well-established key-person system helps children form secure attachments and promotes their well-being and independence. However, at times, practitioners complete tasks for children that they can do themselves. For example, during mealtimes, practitioners will wipe the children's hands and faces.
• Practitioners teach children the language of feelings. This helps them to develop and process their emotions. Children show they feel safe and secure. They build positive relationships with all practitioners in their room.
• The leadership team and practitioners have the same ambitions for all children. For children with particular needs, such as those with special educational needs and/or disabilities, they plan and adapt their practice. This supports the progress and development of children. They work with parents and other professionals to learn how they can meet the needs of the children and how they can best support their learning. For example, practitioners attend physical therapy sessions with children. They learn how they can provide consistent care while the children are at nursery.
• The leadership team places a high emphasis on training and development. It provides training and qualifications to support practitioners in their learning and development. This enhances practitioners' skills and knowledge and is developing reflective practice. Practitioners feel valued and supported in their roles. They place their learning into everyday practice. This further supports children to make good progress.

What the setting must and should do next

The provider should:

• strengthen communication between staff and children to further support language development
• provide further opportunities to support children's developing independence skills.