Winton House Private Day Nursey

What is it like to attend this early years setting?

Children arrive ready and eager to play. Staff and managers welcome families at the door in this homely nursery. Children are confident and motivated learners. They settle quickly, ready to explore the range of resources available. Children develop independence as they choose activities. Pre-school children talk about the size, similarity and difference of toys in the tray. Staff use everyday opportunities to share mathematical language as they talk about comparing objects. Children are active and engaged. Babies have opportunities to strengthen and control their bodies as they kick in the ball pit and climb the soft-play apparatus. Toddlers show perseverance and concentration as they practise making sand castles over and over again. Staff watch the repetition and offer extra ideas and advice to build on their learning. Staff plan activities that build on children's interests. They know what next steps children need to take in their learning.

The nursery is a hive of talking and listening. All staff offer a commentary and build on children's communication and language. They introduce lots of vocabulary, such as 'splish sploshing' in the water tray and puddles. Staff talk about crabs that 'scuttle'. Staff attentively listen to children. Staff explain to children when they can read for them. Staff show children how to listen and follow instructions. Children know the routine, line up well, listen for their name, and take it in turns to be at the front. Children are kind and respectful. They show that they remember what to do and how to behave well.

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

• Managers' commit to providing a happy, homely atmosphere at the nursery. They have thought carefully about what they want children to learn. They have a curriculum that builds on children's interests, knowledge and skills. They work closely and effectively with staff to deliver high-quality care and learning for all children.
• Staff say that they feel content and highly valued. They explain how the open-door policy of managers gives them ongoing support. Staff participate in a range of training and development opportunities to help to improve outcomes for children. For example, staff describe how sharing information from a recent communication and language training session has helped to support consistent practice.
• Staff help new babies and children to settle. They find about the child's normal routines, interests, favourite games and activities, and any comfort needs for rest and sleep. Staff ask parents about the child's family life, background and experiences. This approach helps staff to use this information to support children's emotional security. Staff develop and plan well for children's introduction to the nursery.
• Children across all rooms take part in regular routine circle times. Generally, these are well planned and staff have a clear intent for planned activities. Pre-school children share learning about oral health, toddlers enjoy stories, and babies sing rhymes. However, occasionally, the organisation of these times makes it difficult for children to fully concentrate. For example, during a circle time, another group of children walk past to go into the garden, distracting those children in the circle time.
• Partnership working with parents is strong. Parents speak positively about all aspects of the care and learning that their children receive. They say that their children are happy and excited to come to nursery. Parents say that they feel welcomed and involved in their children's learning and can see the progress that their children make. They comment that staff are loving, friendly and responsive. Managers are always approachable and available, and communication and consultation are excellent.
• Staff support children to develop a good awareness of a healthy lifestyle. Children enjoy a variety of freshly prepared foods and snacks, access drinks throughout the day, and spend time in the garden being physically active. Children know why they need to wash their hands before lunch, and talk about germs. Children use good manners, saying 'please' and 'thank you'. They learn to share and cooperate in their play, developing their social skills.
• Children with special educational needs and/or disabilities (SEND) do well. Staff work closely with parents and outside agencies. Staff include children with SEND in all aspects of nursery life. Staff note and celebrate any positive changes and progress. They take pride in the difference they are making.

What the setting must and should do next

The provider should:

• review the organisation of circle times to enable children of all ages to benefit as much as possible from the learning experience.