Woodpeckers Nursery Ltd

What is it like to attend this early years setting?

All children, including those with special educational needs and/or disabilities, learn and develop well in this calm and nurturing nursery. They benefit greatly from the caring attention given by staff, who accept children's differences and value each child as an individual. For example, children who find it difficult to come into the nursery are given time to settle with a member of staff in the hallway. Children are quickly engaged in play with the range of sensory toys and equipment that fix their attention and strengthen their coordination. Children behave very well. They follow the clear expectations of staff, who model showing respect for others and the environment. Children cooperate together as they play and show they feel part of the group.

Children learn valuable independence skills. They are encouraged to manage their own self-care with minimal support in readiness for the eventual move to school. Children choose from a range of activities that spark their interest and enjoyment, both indoors and outdoors. For example, they are excited to find the water outside has frozen. Children discuss with staff what has happened and why. After several inventive tries, they solve the problem of how to safely break up sheets of ice. They are proud of their success.

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

• Staff focus very well on developing children's communication and language skills. They repeat speech and add new vocabulary as children play. Staff consistently use signing and picture clues to enhance all children's understanding. They encourage conversation through carefully planned opportunities. For example, children use puppets to retell stories, and old phones to hold pretend conversations with their friends and families.
• Staff help children understand the similarities and differences between people, their backgrounds and cultures. For example, they routinely plan activities to celebrate festivals that directly relate to the children or the diverse staff team, such as Chinese New Year. Children thoroughly enjoy trying to eat noodles using chopsticks. Children with English as an additional language are encouraged to use their first language as they play and are fully engaged in learning.
• The manager and staff know the children well and plan carefully for each child to make progress. Children who may need additional support are identified quickly. The provider and manager work with a wide range of other professionals to ensure all children have the help they need. They use additional funding to give targeted support for disadvantaged children, for example by providing specific resources or flexible nursery sessions, for instance.
• The experienced provider and manager know the staff team well and actively support their well-being. Staff say they enjoy their work, which helps to make a happy learning environment for children. They are encouraged to take up regular training and extend their qualifications to the benefit of children. For example, staff have recently been trained to further support children who have speech and language delay.
• The manager shares her expertise as she works alongside staff. She monitors staff practice and has clear plans for continuous improvement. Staff generally show good teaching skills and children make good or very good progress in their learning and development. However, at times, some staff give children too many suggestions and directions and do not build on children's own play and interests. Occasionally, they do not step in when needed to teach specific skills, such as how to hold scissors.
• Children listen carefully and happily tidy up their toys when asked. Staff use prompts, such as visual timetables and timers, to help children understand the plan of their day and feel secure. However, the routine involves several changes of activity when all children are expected to stop what they are doing. This disrupts children's concentration on their play and learning.
• The manager and staff form very successful partnerships with parents. Staff give support with issues, such as potty training or reading at home, and invite parents into the nursery to share their skills. Parents praise the warm and friendly atmosphere at the nursery. They say their children are happy and making good progress. Older children are well prepared for school.

What the setting must and should do next

The provider should:

• strengthen the teaching skills of less experienced staff, to help them know when adult direction or suggestions are needed and when to allow children to develop their own ideas
• review and improve the routines of the day to allow children sufficient time to focus on an activity.