Windermere Nursery

What is it like to attend this early years setting?

As children arrive at this friendly and welcoming setting, they happily wave their parents off at the front door. Staff greet them enthusiastically. Children are pleased to see their key person and peers. They settle well and have a strong sense of belonging. Children feel safe and secure in the staff's care. Children show good levels of independence. For example, they self-register, take care of their personal belongings and help to tidy toys away. The range of activities on offer stimulates children's interests. They are inquisitive and explore their environment with confidence. Younger children are well supported in small group activities.

The curriculum is sequenced well for children to extend their interest and build on what they can already do. Staff take time to get to know children and ensure that all children are settled well in the setting. They speak to parents and observe children at play to gain a full understanding of each child's learning and developmental needs. Staff are ambitious for children's progress as they help children develop the skills needed to be independent learners. Children, including those with special education needs and/or disabilities, make good progress in their learning and development.

Children show positive attitudes towards their learning and behave well. They play cooperatively and demonstrate good social skills.

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

• Staff are good role models for children's behaviour. They are polite and respectful in their interactions. Children learn to say 'please' and 'thank you' as they play together. Staff help new children to learn and understand the rules and expectations. For example, staff explain to children how running inside can cause an accident.
• The manager and staff are dedicated and enthusiastic about providing high-quality care and education. Staff are able to access a variety of training courses, both face to face and online, and these have a positive impact on outcomes for children.
• Leaders have a clear vision for what they would like children to achieve through the curriculum for communication and language. Staff know a variety of effective strategies to support children in this area. For example, staff use repetition to model language clearly, sing to the children and use visual cues such as pictures as they communicate with the children. However, there are occasions when staff do not use effective strategies consistently. For instance, at times, staff do not give children enough time to think and respond to what has been said.
• Staff observe children's interests and know what they need to learn next. Less confident children are sensitively helped by their key person to engage in new activities. Staff make sure the resources and activities are interesting so that children are excited to learn.
• Children's good health is a priority. Staff work with parents to ensure that the packed lunches that children bring meet their dietary requirements. Children thoroughly enjoy practising a wide range of physical skills in the outdoor area. They run, balance, jump and spin hoops. They participate in vigorous physical activities, including dancing.
• Children learn to control their small-muscle movements. They strengthen their fingers as they mix and kneed the malleable materials. Children practise their hand and eye coordination and use of one-handed tools as they paint, draw and make marks with pencils. These activities help children develop skills they will need to write as they get older.
• Staff teach children well about the world that they live in. Children enjoy taking part in activities for a charity and talk about helping people who are less fortunate than they are. They develop a good awareness of who they are. Staff encourage children to talk about their likes and dislikes and share their experiences with one another. Staff effectively prepare children for life in modern Britain.
• Parental partnerships are good. Parents speak highly of the setting, staff and leaders. Staff provide parents with details of their child's learning and development and the care they receive. The setting has a good understanding of what help and support is available locally. For example, they share the local 'family hub' details with parents.

What the setting must and should do next

The provider should:

• support staff to use existing strategies to develop children's communication and language skills consistently and optimally.