Wistanstow Under Fives

What is it like to attend this early years setting?

Children arrive at nursery with smiles on their faces and are warmly greeted by staff. They join in with daily routines and are eager to share their experiences with their friends. Children immerse themselves in meaningful play with others and develop positive relationships with their key person. They play outdoors in a purpose-built construction area, which encourages them to play cooperatively and develop valuable physical skills.

Children are taught how to be independent learners. They pour their own drinks and make their own sandwiches at snack time. Children chat as they enjoy their food, talking about what they have made. They are encouraged to make choices about what they eat and then tidy away after themselves. Children guide their own learning. They follow their own interests when choosing where to play, and staff extend their learning through skilful teaching approaches. Staff use what they know about children to provide interesting activities, such as making bird feeders after reading stories about owls. Children explore the sound of bird seed as it is poured onto a tray and enjoy the sensory experience of sprinkling it through their fingers. Once complete, children hang their creations on the tree with pride.

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

• Managers have created a curriculum that focuses on children's interests and supports learning across all areas. Children are provided with open-ended experiences that build on what they already know and can do. For example, they enjoy activities that are linked to stories that they know and love. Children make hedgehogs out of play dough and natural resources to replicate one of the characters in a favourite book. However, occasionally, staff step in too quickly or talk too much during conversations with children. Occasionally, some children have electronic devices to use rather than a member of staff to interact with. This means that staff are not always making the most of opportunities to enhance children's communication and language.
• Children engage in activities that promote equality and diversity. They embrace similarities and differences and celebrate events and festivals that are important to each other. Children learn about foods from different cultures through role play in the home corner and talking about what they enjoy eating. This supports children's understanding of the world and how we are all unique.
• Children are encouraged to live healthy lifestyles. They confidently select what they are going to eat and are provided with healthy ingredients to make their own snacks. Children's well-being is promoted further as they make their own choices about where they want to play. This includes unlimited access to the engaging outdoor environment. Children can choose to build their strength and coordination through physical activities or spend time engaging with others in play with natural and innovative resources.
• Children benefit from thoughtful transition processes. Managers and staff offer a parent and toddler group once per month to provide younger children and their families with opportunities to meet staff. Children get to know staff in a relaxed environment, which makes the move to nursery a positive and natural experience. There are good relationships with the staff in the local primary school. There are plenty of opportunities throughout the year to support children as they prepare for their transitions on to school.
• Partnerships with parents are strong. Staff work hard to share information with parents about children's development. Parents were recently invited in for an open day, where they could view some of the activities that their children take part in. They also looked through their children's learning journal and spoke to staff about their children's progress and next steps. Parents are also encouraged with ideas to support and enhance their children's learning at home.
• Managers and staff work well together and plan for the needs of all the children. Staff benefit from purposeful induction processes, and supervision opportunities reflect constructively on their practice. Managers support staff with ongoing training to help continually improve their teaching. There have been recent changes to the staffing, and further changes are imminent. However, staff are yet to access opportunities for professional development to help them strengthen their knowledge and understanding of their increasing roles and responsibilities.

What the setting must and should do next

The provider should:

• provide more opportunities to enhance children's communication and language skills
• build on the arrangements for continual professional development and strengthen staff's understanding of their increasing roles and responsibilities.