Whatcombe Farm Nursery

What is it like to attend this early years setting?

Children show great enthusiasm as they arrive at Whatcombe Farm Nursery, ready for their day to begin. They are met at the nursery door by staff who welcome them warmly, which supports children to feel safe and secure. Staff promote a charming and nurturing environment, which promotes close and trusting relationships with the children. Children are eager and excited to immerse themselves in the broad range of learning opportunities available from the moment they arrive at the setting.

Children show high levels of confidence and independence as they relish the opportunity to carry out small tasks. For example, children are involved in growing various fruits and vegetables in the garden and then have the opportunity to harvest these ready for their mealtimes. This also develops their knowledge and understanding of where their food has come from and how it is made. Children are enthusiastic learners and have positive attitudes to learning. They show high levels of interest in all the activities available. For example, children show delight as they use various storytelling props to retell the 'Billy Goats Gruff' story.

Due to the COVID-19 (coronavirus) pandemic, parents are unable to enter the nursery building. Staff utilise the outside space to share detailed information with parents about their child's day. This means daily discussions can take place with appropriate social distancing. Staff make good use of electronic communications to ensure information about their child's progress is shared effectively with parents. Therefore, this has had no impact on children's learning and development.

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

• The provider and the manager are extremely passionate about developing children's awareness and understanding of diversity and what makes them unique. They have developed an exceptional range of experiences to enrich and inspire children's knowledge about the world in which we live. For example, children greatly benefit from virtual learning opportunities with local children's authors, who enhance their knowledge of coastal pollution. Staff provide children with a variety of stimulating activities and skills that will help them to succeed in their next chapter of learning. For example, children benefit from daily trips to the woodlands and weekly music and movement sessions. Staff give a high priority to ensuring that children are able to express their feelings.
• The provider is committed to providing children and families with the highest level of care and learning. The provider and the manager are good role models for staff. They interact and engage well with the children, demonstrating effective teaching skills. The special educational needs coordinator works closely with other professionals and staff members to ensure all children are making high levels of progress in their learning. Each member of staff speaks passionately about their role within the setting. The staff meet regularly with the provider to share their knowledge, ideas and professional development.
• Partnerships with parents are good. Parents describe the setting as 'unique and calm' and feel the staff are 'nurturing' and 'motherly'. They comment very positively on the range of learning opportunities on offer, particularly outdoors. Parents feel that their children have made good progress since starting at the setting and there is a good two-way exchange of communication and information. Staff prepare children well for their next stage of learning.
• Staff have high expectations for all children. Children show a willingness to learn and demonstrate good levels of engagement. However, sometimes when staff deliver whole group activities, some children become restless and disengaged. This, occasionally, distracts other children who are deeply involved in their learning.
• In general, staff support children well to develop positive behaviours to enhance their future learning. For example, staff engage children in a variety of games and activities to support children's understanding of sharing and turn taking. Managers implement effective strategies to support children should they struggle to concentrate or focus on activities. However, on occasions, not all staff are consistent in using these strategies to raise children's learning to the highest level.

What the setting must and should do next

The provider should:

• review how whole group activities are organised to ensure all children fully engage
• ensure all staff consistently use the effective strategies in place to support children should they struggle to concentrate or focus on activities.