York Campus Nursery

What is it like to attend this early years setting?

The setting welcomes and includes all children. Difference is celebrated as children learn about each other's home cultures with help from parents and staff. Staff support children's needs and language development effectively, working with parents and other professionals, such as speech therapists. Support for children with special educational needs and/or disabilities (SEND) is a strength of the setting. This inclusive practice and the ambitious curriculum ensures that all children make good progress. Staff find out what children like and can do as they start at the setting. They use this and on-going assessments to ensure activities are well-matched to children's next steps in learning. This helps to ensure children are keen to join in activities and that they make continued progress.

Staff are positive role models. They demonstrate respectful relationships and have high expectations of children's behaviour. As a result, children's behaviour is very good. Children learn to listen to each other and become kind friends. Parents report their children make great progress in their social skills. They say staff are very caring and their children enjoy their time at the setting. Staff prioritise children's well-being. They respond attentively to children's emotional needs. For example, they offer flexible transition arrangements for children starting the setting and as they move between rooms. This helps children feel safe, secure and confident.

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

• Staff prioritise children's communication and language development. They assess children's speech and plan for their next steps. Staff work with parents to find out important words in children's first languages to help them feel secure in the setting. Staff teach new words to children throughout the curriculum. This ensures that all children make good progress in their speaking and listening skills.
• Children develop their motor skills effectively. For example, babies climb in and out of the sand tray as they master their physical skills, with sensitive support from staff. Children enjoy scooping and pouring, as they gain control and develop hand-eye coordination. Older children balance on scooters, negotiate spaces and learn to control speed. Children use pencils and crayons to develop their hand control and dexterity. These experiences support all children to develop physically and build strength, control and coordination.
• Staff provide lots of opportunities for children to make choices and become independent. For example, older children pour their own drinks at snack time. Staff encourage children to explore, make decisions and develop their thinking. For example, they choose what to build and how, using large construction outdoors. Staff promote their thinking by asking open questions, allowing children thinking time and to try out their ideas. These support children's independence, thinking and problem-solving skills.
• Children enjoy healthy food and drinks at snack and mealtimes. Staff teach children about keeping their body healthy, for example, by brushing their teeth and being active. Staff plan to develop this further by continuing to develop the allotment. They aim to give children hands-on experience of growing food and help them learn where it comes from. These experiences help children to learn about making healthy choices.
• The setting is a happy place for children and staff. Leaders are aware of staff workload. They ensure staff have time within the day to complete tasks, such as assessments. They encourage staff to take part in training and peer support to develop their teaching and children's learning. As a result, staff feel valued and supported.
• Parents report that they receive daily communication from staff through an app and chats at the setting door. For example, they see photos of their children engaged in activities through the app. Some parents share experiences children have had at home on the app. However, some parents report they are not fully aware of their child's next steps in learning. Additionally, they state they are not provided with ideas of how to continue their child's learning at home. The inspector agrees that this results in missed opportunities for parents, for example, to extend children's learning at home.
• Staff use digital technology with children when singing songs and sharing stories at times. They ensure programmes are safe and appropriate for children at the setting. However, they miss chances to talk with older children about internet safety and where to get help if they need it.

What the setting must and should do next

The provider should:

• improve communications with parents to ensure they know their child's next steps and how to support them at home
• help children to learn about keeping safe online and where to get help if they need it.