Yellow Brick Rd Nursery Clacton

What is it like to attend this early years setting?

Staff provide a stimulating and engaging learning environment, which ignites children's fascination with the world around them. Children learn to use their imaginations as they play with a range of household objects. They enjoy using old telephones, glasses, scarfs, jewellery and hats in their pretend play. Staff provide a range of materials to support children's small physical development. Children use their fingers to explore activities, such as play dough, gloop, sand, peg boards, painting and chalks. This helps them to develop early writing skills.

Staff have worked hard to implement effective strategies to manage children's behaviour. They now have high expectations of children and set clear boundaries. Consequently, children behave well and understand what is expected of them. They show respect for each other and to the toys. Children snuggle up to staff to read books. While reading, staff add new words into children's vocabulary and explain their meaning, such as hibernate.

Staff help children to develop their social skills. They provide children with opportunities to share, take turns and make friends. Children show care and concern for others. For example, when they see another child upset, they draw them a picture. Staff immerse themselves in children's play. Children delight when staff let them brush their hair. Children use the pretend hair straighteners and choose from a range of hats for staff to wear.

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

• The manager and staff have worked hard to address the weaknesses raised at the last two inspections. The manager now has a clear vision for the nursery's curriculum and ensures that all staff share and implement this vision. As a result, children are making good progress in all areas of learning. The manager and staff have worked closely with the local authority and implemented their advice well. The environment is now a stimulating and engaging space for all children.
• The manager and her staff team are passionate about their roles. They have completed a wide range of training and use their new knowledge well. The manager and staff have visited other settings within their organisation to observe how they operate, to aid them in further improving their practice.
• Staff get to know the children well and form strong bonds with them. Staff visit their homes prior to children starting to gain as much information about them as possible. This enables the move to the nursery to be as positive as it can be for the children and their parents.
• Parents are really pleased with the nursery. They get daily feedback about their children's day. They are fully involved in the planning for their children's future learning. As a result, they can provide consistent support for their children's learning at home.
• Staff provide a variety of opportunities to promote children's love of reading. There are books situated in various areas of the setting, including the garden. Children enjoy listening to stories in group activities. They are able to recall the story and predict what might happen next.
• Children get to experience the local community around them. Staff take them on outings to the nearby care home, the beach, the library and they often take rides on the bus too.
• The provider ensures that staff well-being is a priority. She ensures that all staff feel fully supported in their roles and have the support for their health and well-being when they need it. As a result, staff are happy and thoroughly enjoy working at the nursery.
• The manager has a good oversight of children's progress. She monitors assessments regularly and identifies any gaps in learning. The manager then supports staff to implement the appropriate interventions.
• Sometimes, staff assume all children know how to use the activities that are freely available. However, it tends to be the confident and most-able children who benefit from these activities most. As a result, quieter and less-able children have fewer opportunities to access their full learning potential.

What the setting must and should do next

The provider should:

• strengthen the curriculum so that learning is equally as purposeful for those children that are quieter or less able.