Wolfson College Day Nursery

What is it like to attend this early years setting?

Children are welcomed by positive, happy staff. Families are nurtured at the setting, and staff place family photos all around for children to look at. Staff get to know children well, gathering relevant information from parents to support them to settle. For example, children's home languages are recognised and depicted in the environment. The nursery includes all children well. Children with special educational needs and/or disabilities (SEND) are particularly well supported.

Staff plan walks through the college grounds and visits to local museums. Children develop a strong exploratory sense of learning and become confident and independent. When children behave in a way that may not be appropriate, staff calmly diffuse the situation and distract children, meeting the specific needs of each child.

Leaders understand the importance of early language skills. Children enjoy stories and songs throughout the day, which provides excellent opportunities for improving their speech and language. Staff support children's emerging language and communication skills well. They introduce new words and encourage children to think back to activities, recapping on previous learning. Staff make good use of a broad range of resources aimed at supporting children's mathematical understanding. For example children learn about quantity and number by tipping, pouring and measuring in the sandpit.

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

• Leaders create an environment where children are happy, settled and have wonderful relationships with staff. Children become very fond of their key person. This promotes their emotional well-being and supports them to explore the setting confidently. Staff put time into getting to know the families and reflect this in the children's environment.
• Leaders have a clear vision for the curriculum and work well with other relevant professionals to support all children to make good progress. Although there are arrangements to provide staff with regular supervision sessions, these are not fully effective in identifying some gaps in the quality of teaching. As a consequence, some staff are more confident and effective than others in supporting children's learning and development. Although teaching is strong overall, at times some interactions do not support children's learning as effectively as possible.
• Staff put in place good arrangements to support children with SEND. Key staff work closely with parents and other professionals to ensure that children's individual needs are understood and met. All children make good progress from their starting points. Staff give good consideration and support to children to help them move on in their education beyond the nursery.
• Staff successfully help children to develop a love of books. Children handle these with care and consideration. Some children are confident in the story content, recalling and joining in with the story. Most staff read to children in a way that excites and engages them. They select puppets and props to animate the story, successfully including all children. Children enthusiastically join in with regular singing sessions, which also promote their language well.
• Staff plan exciting opportunities to develop children's understanding of mathematics and science, and teaching in these areas is strong. Children learn exciting new language and explore mathematical concepts. They benefit from regular activities that focus on exploring science. Children follow instructions well and recall words learned previously. Staff talk about chemical reactions and explore what these mean in an engaging way.
• Arrangements to support parents are positive. Parents are united in their feedback about how 'wonderful' the setting is. They exchange information daily and receive regular, relevant feedback and information about their child's development. Parents know their child's key person well.

What the setting must and should do next

The provider should:

• enhance the support and coaching offered to staff to better target gaps in their teaching practice.