York House Nursery

What is it like to attend this early years setting?

Children show trust in the familiar staff and are at ease and happy in their care. For example, babies snuggle up close while enjoying their milk, comforted by staff's gentle care and attention. Older children show great confidence. For example, when they approach the inspector, they ask what she is doing and tell her all about what they like to do in nursery. Staff model kindness, courtesy and respect. Children behave very well, overall, and learn to consider the needs of others. They develop friendships and are keen to help adults. For example, two children enjoy the responsibility of carrying trays ready for an activity.

The curriculum is ambitious and helps all children to learn more. Staff have clear and high expectations for children at each stage in their early education, and these increase as they move up through the nursery rooms. Staff prioritise skills and attitudes that will prepare children for later life and learning. For example, they encourage them to be independent, curious and to develop positive relationships with others. Staff provide core activities that support children's overall development well. They then consider ways to extend children's learning based on what they learn about each child from their accurate assessments. This, generally, helps to ensure that the curriculum supports each child appropriately to make the progress that they are capable of. The nursery's inclusive approach helps to ensure that all children access meaningful learning experiences and build on what they know and can do.

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

• Children's ideas often shape the direction of play. Staff value their suggestions and provide practical support to deepen and extend their thinking. For example, a tray with flour turns in to a beach scene when staff help children to seek out more paint and water to bring their ideas to life. The outdoor playhouse becomes an ice-cream shop when children make signs and pretend to sell them to their friends. These experiences support children's developing imagination and thinking skills well.
• Staff talk to children and join in activities. This, overall, strengthens children's learning during play. For example, they teach toddlers about sounds and colours during sensory play. Older children learn to take turns during card games. However, there are times when staff do not model new skills consistently. For example, when some children need more support to hold and use resources, such as pens and scissors, staff do not notice this or teach children how to do this.
• Group activities help to encourage children's listening and attention skills. Occasionally, however, these are delivered too quickly, and some children struggle to take part. For example, toddlers enjoy listening to songs, but they do not have enough time to learn and join in with actions and words. Staff instruct children to move dough in different ways to strengthen their hand muscles. However, children do not have enough time between instructions to practise these new skills.
• The support for children who have special educational needs and/or disabilities, or who take more time to reach their learning goals, is a strength. Staff understand every child's individual needs and sensitivities and take full account of these when planning for learning. This helps to ensure that all children access an appropriate curriculum that helps them to learn more. Children make remarkable progress, and gaps in their learning narrow over time.
• Occasionally, staff do not give children clear and consistent guidance when they transition between activities. This leaves some children unsure of what is expected, which can lead to restlessness. When routines are well managed, staff support children effectively to follow boundaries, such as walking indoors. Staff create a positive atmosphere, overall, offering plenty of encouragement and praise, which helps children take pride in their achievements.
• Leaders have a realistic overview of the strengths in the nursery and clear plans for development. For example, they plan to refine the arrangements for supporting staff to address minor weaknesses in the quality of education more swiftly. Their reflective approach contributes to a strong capacity to build further on the already good care and learning they provide.
• Children benefit from plenty of fresh air and exercise. Staff encourage routines, such as washing hands and brushing teeth, that help children to develop lifelong habits that support their good health.

What the setting must and should do next

The provider should:

• provide more precise guidance and modelling to help children to master new skills more quickly
• pace activities effectively so that children have sufficient time to learn and practise new skills
• provide clear and consistent expectations, particularly during transitions, to help children remain engaged and settled throughout the day.