Woodlea House Day Nursery

What is it like to attend this early years setting?

Children arrive happily and warm, friendly staff greet them. Children's emotional well-being is extremely well nurtured and they demonstrate that they feel happy, safe and secure. The manager has a clear vision for the curriculum, which motivates children to learn and builds their independence in preparation for school. Staff know children well and plan exciting experiences linked to their individual interests and cultural backgrounds to help them develop an understanding of what makes them unique. For example, children recently enjoyed learning about Persian New Year.

Staff have high expectations for children's behaviour. Children follow the rules and expectations of the nursery and are very polite and kind to their peers. Staff model respect for others and good manners, which children mirror in their own communication. Children show high levels of engagement and concentration from a very early age. For example, young babies listen closely as staff read stories, smiling widely and clapping their hands with delight.

Staff support children's communication and language development well. For example, as children in the toddler room scoop cereal and pour it down tubes, staff introduce the words 'in', 'out' and 'through'. Children benefit from a range of opportunities to develop their social and physical skills in the outdoor area. For example, they climb a steep hill to the climbing equipment, developing their muscles and their gross motor skills. Children enjoy plenty of fresh air and exercise to help keep them fit and healthy as they climb, balance and negotiate space using tricycles and balance bikes.

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

• The manager plans a well-balanced and challenging curriculum for all children. She monitors staff's practice effectively and provides targeted coaching and training to develop their skills and ensure children receive good-quality teaching. For example, apprentices attend special evening events to discuss their progress and development. Staff's well-being is a priority, and staff report that they feel well supported by the manager.
• Children's personal, social and emotional development are particularly well nurtured. Children show immense pride in their achievements and keep trying when things go wrong. For example, when their building blocks fall over, they say, 'I can build it again!' and quickly put it back together, demonstrating resilience.
• Children have exceptionally strong attachments to their key persons. They receive consistent and loving care and seek staff out for support when needed. Staff work very closely with parents. For example, they gather detailed information about children's learning and preferences during the settling-in process to ensure children make good progress from the outset. A robust procedure for transitions between rooms helps children to remain settled as they move through the nursery.
• Staff nurture children's independence well to build their self-esteem and confidence. For example, older children learn to take care of their own toileting and wash their own hands. They know where their pegs are and access their own coats and shoes when needed. Staff deploy themselves effectively to ensure that children are safely supervised at all times.
• Children benefit from a range of additional experiences to enhance their learning and to promote links with the local community. For example, children benefit from visits from the police and fire service to learn about the lives of people around them.
• Staff teach children to take care of each other, their environment and other living things to nurture empathy and a sense of belonging. For example, staff support children to be gentle with insects they find in the garden. Children learn more about the world around them through visits from a local farm and through meeting exotic animals. Children are mindful of their peers, willingly share resources and help tidy up when asked by staff.
• Staff skilfully introduce early mathematical concepts as children play to help prepare them for later learning in school. For example, staff working with older babies count as children use tongs to move fruit into their bowls at snack time and help them learn about shape as they fill and squeeze the water in sponges.
• Staff nurture a love of reading, and children listen intently at group times as staff read stories and sing songs. However, staff working with older children sometimes interrupt these times to undertake routines such as handwashing, which disrupts children's learning. On occasion, staff respond to the more confident children in the group and quieter children's voices are not heard.
• The manager spends additional funding for children with special educational needs and/or disabilities (SEND) with integrity for the intended children, for example to purchase additional resources. Staff quickly identify children who might be at risk of falling behind and take swift action to close any gaps in their development. This helps to ensure that all children make good progress and are well prepared for the next stage in their education, including school.
• The nursery fosters positive partnerships with parents and other external professionals. For example, staff provide regular group sessions to support parents with subjects such as toilet training and promoting independence. The special educational needs coordinator works closely with relevant health and education services, the manager, staff and parents to help ensure children with SEND receive consistent support.

What the setting must and should do next

The provider should:

• organise group times for older children more effectively to minimise interruptions and enable all children to actively participate.