Wellington's Nursery

What is it like to attend this early years setting?

Children are excited to arrive at nursery and confidently say goodbye to their parents at the door. Children take responsibility to hang up their own coats and bags and quickly settle into their play. Staff create a warm, welcoming environment which helps children feel at home in the nursery. Children make friends and play well together. They are lively and chatty with adults and each other. Staff provide a well-organised environment that enables children to make choices. Children are curious to explore the wide range of stimulating activities staff have set up. For example, they experiment with making marks with different brushes and sponges to create personalised art work.

Children are excited to explore outdoors. They develop confidence in their physical abilities as they jump, climb and bounce on soft play equipment. Babies' develop their fine hand-eye coordination as they grasp toys in the water tray. They squeal with delight as they splash fish in the water.

The provider has high ambitions for children's learning, particularly their communication and language development to prepare them for the next stage in their learning. Children enjoy taking part in dramatic storytelling and joining in with singing favourite songs. The provider creates a community atmosphere for families through a range of social events which helps children learn about the diversity of their community.

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

• Staff respond to the sounds babies' make and encourage them to use gestures to express themselves. Older children develop a wide vocabulary. Staff introduce challenging words such as 'chrysalis' as they talk about caterpillars. Children develop good communication and language skills.
• Children's learning is sequenced well. Staff plan opportunities for children to build on what they know and can do. For example, babies' learn to grasp rattles in the discovery basket, while toddlers strengthen their finger muscles further as they manipulate dough. All children make good progress.
• Children are keen to join in and are highly interested in the curriculum that staff provide them. They initiate their own play and develop their own ideas. For example, older children help themselves to markers to write on the whiteboard and talk to each other about the marks they make. Children demonstrate positive attitudes to learning.
• Staff are kind, caring and nurturing. They build strong relationships with children through sensitive interactions. Staff know children's individual routines and use this information to tailor children's care to meet their individual needs. The key-person system is highly effective and supports children's personal, social and emotional development well.
• Overall, children behave well. They learn to follow simple instructions, such as tidying up before meals. However, at times, more confident children dominate group activities which means some children do not get a turn. Staff take steps to keep children safe, such as reminding them to sit down on their chair. However, they do not always explain to children why this important. Staff are not always consistent in teaching children how their behaviour may impact on their peers and why rules are important.
• Children with special educational needs and/or disabilities (SEND) are supported well. Staff use their observations and assessments to identify children who may have gaps in their learning. They implement plans to support these children's needs and progress. Staff share the plans with parents so they can continue to support their child at home.
• Parents speak highly of the consistent staff team. Staff provide parents with suggestions for home learning and advice on toilet training and oral health. Partnerships with parents are strong.
• Staff feel well-supported by leaders. They have regular opportunities to discuss their key children and identify their own training needs. Leaders are highly reflective and continuously seek ways to improve the already good quality of care and learning they provide.

What the setting must and should do next

The provider should:

• support staff to be consistent in their behaviour management strategies to support children to learn why their unwanted behaviour is not acceptable, and how it has an impact on others.