Woodlands Nursery

What is it like to attend this early years setting?

Staff know the children and their families well. The genuine greeting staff offer when children arrive helps them to feel welcome in this homely nursery. Staff in the baby room are particularly caring and nurturing. New babies in the room receive one to one cuddles and reassurance. Children are kind to staff and each other. When pre-school children suggest they are sad, their friends comfort them by offering a hug. Children are supported to understand the rules that they must follow when they use larger climbing equipment outdoors. Staff patiently help children understand that only one child can climb at a time and an adult must be present.

Children are provided with plenty of interesting learning experiences for them to explore and investigate, helping to ignite their curiosity. Following a recent cold spell with frost and snow, staff encouraged children to explore winter landscapes that staff had made with flour as a substitute for snow. This sparked children's sense of inquisitiveness. Staff sit alongside children as they encourage them to use skills they have learned. For example, toddlers develop the small muscles in their hands when they copy staff to manipulate dough to make pretend chocolates. Babies show an early love of books, as staff narrate each page, point to the pictures and help babies to turn the pages.

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

• The leadership team is strong. The managers show dedication to providing children with the best possible start in their education. They see parents as the first educators of their children and value this united approach to educating the children. For example, the nursery provides parents with resources, such as books and games to continue children's learning at home.
• Staff provide a language-rich environment. They promote children's speaking skills through, for example, interesting and meaningful conversations, many of which centre around what children recall from their home life. Staff know how children develop language, from babbling as a baby to engaging in more complex sentences as they get older. Staff ask questions that support children to think and respond.
• The curriculum devised by leaders has a strong priority on developing children's independence. For example, staff encourage babies to use spoons to feed themselves from an early age. Toddlers find their coats in preparation for going outside. Pre-school children relish the opportunity to be 'helper for the day', setting the tables for lunchtime.
• Staff know the children well and overall interactions with children are good. For example, baby room staff recognise when babies show an interest in making marks. They provide babies with opportunities to help them to develop their hand and eye coordination. Pre-school staff introduce new resources to enhance children's play. However, occasionally, staff do not recognise when some children need help to engage in purposeful play so that they can fully participate in all the rich learning experiences on offer.
• Staff have established clear strategies to support children to learn about the expected levels of behaviour. One example of this is when children want the same toy. Staff ask children how they can resolve this situation and children suggest setting the timer on an electronic tablet.
• Staff prioritise children's health and well-being. Children thoroughly enjoy freshly cooked meals of, for example, fish pie and vegetables. Staff ensure children follow good hygiene routines and they offer support with self care if children need this. Once a week, the nursery arranges for a teacher to come and support children with a physical activity session.
• Staff gather information about children's home lives and use this information to celebrate their individuality in the nursery. They plan activities to broaden children's experiences. For instance, the children learn about Diwali and eat delicacies made by parents for a Diwali celebration. Parents comment they are impressed when the nursery celebrates Australia Day to recognise their children's heritage.
• The management team value the staff team and have their well-being as a priority. Staff say they feel supported by the managers and appreciate the monthly rewards programme. The staff turnover is low and children receive good continuity of care and learning.

What the setting must and should do next

The provider should:

• support staff to recognise when children need help to engage in purposeful play so they can fully participate in learning experiences.