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What is it like to attend this early years setting?
The provision is good
Staff are caring and supportive towards children at this welcoming nursery.
Young children demonstrate the secure bonds they have with their key person as they are quickly comforted by cuddles and reassurance. This emotional security means that children feel confident and are ready to learn. Leaders and staff have high expectations for children's learning.
They place an appropriate focus on supporting children's language development. For example, staff skilfully lead circle-time sessions in which children actively participate, listening carefully and joining in with familiar songs. Staff read favourite books repeatedly... and children enthusiastically join in with repeated phrases, building a positive relationship with reading.
Children show that they are happy and motivated to learn.The setting has embedded routines and rules that ensure children know what is expected of them. Staff gently reinforce these rules and take time to explain their purpose.
For instance, staff explain to children why using 'walking feet' when carrying objects is a sensible rule. Staff give children clear instructions and children are quick to follow them, for example helping their familiar adults to tidy up. Staff offer enthusiastic praise for positive behaviour, which supports children to make the right choices.
What does the early years setting do well and what does it need to do better?
Leaders have developed an ambitious curriculum that supports all children to make progress over time. For example, children develop their independence skills, from learning to use a spoon to feed themselves in the baby room to self-serving their lunch in the pre-school. Children develop the confidence to do age-appropriate tasks for themselves.
Leaders have made links with local primary schools to ensure that their curriculum gives children the skills and knowledge they need for the next stage in their education. For example, based on information from teachers, staff have introduced name labels across the room to support children to recognise their own names. This helps to prepare children for their transition to school.
Staff are strong models of spoken English. They constantly narrate and sing to children at an age-appropriate level. For instance, staff verbally label objects as babies pick them up, whereas older children are encouraged to have discussions, such as looking out the window to discuss the weather.
Children become confident communicators over time.Staff know their key children well and can discuss their interests, progress and next steps with confidence. Relationships between all staff and children are warm and reassuring, but the key-person relationships are particularly secure.
This supports children's emotional well-being. However, not all parents know who their child's key person is, impacting on a cohesive approach to meeting individual children's needs.Staff sing songs in a variety of languages, including British Sign Language, and invite parents in to read stories in their home languages.
Leaders have invested in books and resources to reflect the diverse community. This supports children to feel represented and valued.Leaders provide good support for children with special educational needs and/or disabilities (SEND).
They are quick to make referrals and secure the timely support that individual children need. They work alongside parents and other professionals to ensure that they are working towards shared goals. Children with SEND make strong progress from their individual starting points.
However, there is scope to develop more effective strategies to support children with SEND through transition points in the nursery routine, as, currently, change does cause some confusion and distress.The nursery cook provides food that is varied and healthy. Children have access to a variety of fruit throughout the day and this builds their independence, as they help themselves when they are hungry.
Children get daily access to a spacious outside garden where there are opportunities to explore and be physically active. This supports them to learn healthy habits from a young age.Leaders are highly reflective.
They can discuss their strengths, but are always working towards improvement. They care about their staff and have strong systems of induction, training and supervision meetings to ensure staff's continued professional development. Staff comment that they feel well supported and their managers are approachable.
Safeguarding
The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: strengthen the key-person role to include building relationships with parents and/or carers nimplement strategies to better support children with SEND through changes in the nursery routine.
