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What is it like to attend this early years setting?
The provision is good
Children appear happy, settled and safe at this good-quality nursery. They are confident and enthusiastic when greeting staff on arrival and are curious to approach visitors. Children play with a range of good-quality, age-appropriate toys which help them to learn and explore.
They immerse themselves in imagination while pretending to cook food and pour drinks around a 'campfire'. Babies explore the texture of shaving foam and ice with their hands.Children are motivated to play and show positive attitudes towards their learning.
They use pencils to draw and make marks with chalks. Children listen to stories with intere...st and join in by repeating the words. They show concentration as they work with other children to complete jigsaw puzzles.
Outdoors, children demonstrate good physical dexterity as they run and as they climb on plastic crates. They giggle with delight as they splash in puddles and watch bubbles as the wind blows them away. Staff are positive role models for children and have high expectations for their behaviour.
Children are nurtured and guided to follow these expectations. They share toys and show kindness towards others. Children develop a good awareness of the community in which they live.
For example, they relish opportunities to visit places such as the bakery and local residential care home.
What does the early years setting do well and what does it need to do better?
The manager has created a warm and welcoming environment at the nursery, which she describes as a 'family'. Staff share this approach and are passionate about providing children with the best start to their early education.
Leaders and staff reflect on the quality of the nursery and identify areas to develop.Children benefit from meaningful learning and a curriculum which builds on their interests and what they know and can do. For example, children mix dough to make bread and explore how the ingredients change.
They learn about similarities and differences between themselves and others. For example, children meet and learn about different people in the community, such as a dentist and a firefighter.Overall, children make good progress from when they first start at the nursery.
Children with special educational needs and/or disabilities also make good progress. They are well supported by staff, who liaise with external professionals to create targeted support plans. Any identified gaps close through well-planned activities which support children's next steps in their learning.
Staff join in with children as they play. Children are asked questions and engage in conversations with staff and other children. However, some staff do not consistently provide children with higher levels of challenge during their learning.
Children's development in their communication and language is well promoted. They are encouraged to develop a love of books and frequently visit the library. They listen carefully to stories and sing along to nursery rhymes.
Children are encouraged to recognise their names and to develop small-muscle skills in readiness for writing.Parents are invited into the nursery for special events, including Mother's Day and Father's Day. They are provided with daily updates about their children's time at the nursery, and receive reports throughout the year.
However, parents are not provided with frequent information to support them in extending their children's learning at home.Leaders have developed routines which allow children to know what is expected of them and when, such as when it is time to tidy up. Children behave well and show good levels of respect for others.
They listen and respond well to adults and to each other.Care practices are good. Children are encouraged to be independent, such as when wiping their own faces after lunchtime and putting on their coats.
Children are provided with healthy foods and grow their own fruit and vegetables to eat, including lettuces and courgettes. They make their own jam for breakfast using the plums that they grow.Staff are encouraged to develop their practice through a comprehensive programme of professional development.
They comment on how well supported they are by leaders, but also through working as a close-knit team. Through this support, their well-being is high and they comment on how much they enjoy working at the nursery.
The arrangements for safeguarding are effective.
All staff are first-aid trained and demonstrate a good understanding of how to deal with accidents and injuries. They confidently describe the actions they would take should they have concerns about a child or the practice of a colleague. Leaders and staff complete checks of all areas to ensure that the nursery environment is safe and secure.
Leaders ensure that staff have up-to-date knowledge around safeguarding by providing regular staff meetings and verbal updates. Robust recruitment procedures are in place to ensure that staff are suitable to work with children.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: provide children with higher levels of challenge to extend their learning refine systems to strengthen parental involvement to support children's learning at home.