Whitecross Day Nursery

What is it like to attend this early years setting?

Children are happy to attend and explore the nursery with confidence. Parent partnerships are a key focus to ensure children feel safe and secure. Children engage in activities that follow their interests and motivate them to learn. They are keen to join in with a wide range of activities, both indoors and outside. Activities are well planned to build on what children already know and can do. Children show a positive attitude to learning and approach challenges with enthusiasm. They make good progress and have fun while learning.

The nursery has a calm atmosphere. There is an emphasis on supporting children's emotional development. The pre-school room 'retreat' is a quiet space where children can go to relax. Meditation and yoga are part of the pre-school routine and help children unwind after a busy day at play. Staff help children to express their emotions and support them with self-regulation.

Children behave well and respect one another. They follow the 'Golden rules' of the setting that promote kindness and the skills to learn. They listen carefully to staff and their friends and follow instructions.

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

• The COVID-19 pandemic created challenges for the management and staff. However, they have worked hard to support all children to make good progress. The management have ambitious plans for the future. They continually reflect on what they do and how they can improve with the whole nursery team.
• The staff team have a wealth of experience and skills. Members of staff have area development roles. They research, review and share best practice to improve the outcomes for children.
• This is an inclusive setting and staff have high expectations for all children. Children with special educational needs and/or disabilities are welcome and supported to reach their potential. The managers are proactive in seeking external support for children. Staff ratios ensure children receive the support they need. Staff observations and assessments of children enable staff to identify developmental concerns early.
• Staff encourage a love of books, sharing stories with children indoors and outside. Children enjoy story time cuddles with staff in Tiny Tots and small group story times in the Rainbow Room. Pre-school children share relaxing story time sessions that develop their imagination skills.
• Staff lead music and song time with enthusiasm. Children listen and respond with rhythm, dance and smiles. Language skills develop as children join in with nursery rhymes and action songs. Dance and music sessions encourage older children to practise their physical skills.
• Staff communicate well as a team. They reflect, review and plan activities around children's interests and abilities. However, sometimes the organisation of activities and group sizes means children with communication and language needs are not fully supported.
• Transitions from home to nursery are well supported. Parents complete welcome packs to inform staff of children's interests and starting points. The key-person system is well embedded and ensures children settle quickly. Staff warmly greet their key children each day and take care of their daily needs. This transition support continues as children move rooms and finally move on to school. Management and staff ensure effective communication links are in place to aid smooth transitions.
• Daily routines are not organised well enough. For example, children are often required to wait on the carpet and line up to go to the toilet, wash hands and go outside. This often prevents children from participating fully in all activities.
• The nursery gardens provide challenge for all abilities. Children explore the grounds and develop a range of skills. Plans are in place to further develop this area, to maximise the space and continue the indoor learning, outdoors.

What the setting must and should do next

The provider should:

• review the organisation of daily routines so that children have more time to access all areas of the setting, to maximise their learning potential
• consider the organisation of small-group sessions to fully support children's communication and language skills.