Whipperley Nursery

What is it like to attend this early years setting?

Children are greeted at the nursery door by kind and smiling staff who help them to settle quickly. They form strong relationships with staff and seek them out for comfort and support. Children engage in a wide range of enticing activities. Inside, children enjoy small-group activities. For example, they learn to manipulate malleable materials as they sing action songs. This helps children to strengthen their hand muscles in preparation for mark making. Children listen to stories regularly. Puppets and props are used to engage children's interest. Outdoors, children develop their physical skills as they excitedly fill and empty water containers. Young children develop their understanding of cause and effect. They curiously explore sounds and textures as they play with cereals and shredded paper.

Children demonstrate positive, friendly behaviours. For example, they learn about the 'golden values' through verbal and visual reminders. Young children use excellent table manners as they wait patiently for their lunch to arrive. They engage visitors in conversations about their home lives and show them pictures they have drawn. Children learn to be healthy. At snack time, they wash their hands and select fruit to eat independently. They pour their own drinks and tidy away afterwards. Children learn the importance of oral health as they regularly practise brushing their teeth.

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

• The nursery remained open during the COVID-19 pandemic. The manager and staff understand the long-term impact that the pandemic has had on children's development, specifically on their speech and language. Therefore, children's language and communication are a top priority. Staff provide a language-rich environment. They use visual aids and sign language to support children's communication development. For example, children learn to sign 'please' and 'thank you' as they talk. Staff skilfully develop children's concentration through engaging group times. Children giggle happily as they sing and sign songs together.
• Staff create a sequenced curriculum that incorporates children's evolving interests. They demonstrate an in-depth knowledge of each child and talk about their next steps of learning. Staff use this knowledge effectively as children transition throughout the nursery and on to school. They work closely with schools to prepare children for the challenges ahead. Staff monitor children's development and identify any gaps in their learning. Children with additional needs are well supported through appropriate personalised planning methods.
• Staff use opportunities as children play to enhance their understanding of mathematical concepts. They encourage children to count and identify colours as they collect items into bowls. Children develop a love of books as staff engage them in regular story times. They access books independently in cosy corners with soft furnishings. Staff use stories to spark conversations about children's real-life experiences. This helps to extend and deepen children's understanding of the world around them.
• Children are learning to become independent. While young children learn to feed themselves, using forks and spoons, older children practise putting on their own coats. Staff support children to learn to share and take turns. However, staff do not always teach children methods for managing conflict independently.
• Managers lead a dedicated and motivated staff team. They place high value on staff's well-being. Students feel that they are continuously learning new skills and gaining valuable knowledge. Staff comment on the supportive atmosphere that managers create. They relish their roles and responsibilities. Staff receive regular supervision and discuss opportunities to improve their practice through training.
• Parents are pleased with the care their children receive at the nursery. They appreciate the termly reports they receive which detail their children's developmental progress. Parents say that their children develop confidence and learn the importance of making good choices. They feel that their children are prepared well for school. Parents of children with special educational needs and/or disabilities feel valued and supported. Staff work with parents and outside agencies to ensure that appropriate strategies are used effectively. This supports children to take part in daily routine activities. Staff use various methods to communicate effectively with all families.

What the setting must and should do next

The provider should:

• review how children are supported to manage conflicts between themselves.