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What is it like to attend this early years setting?
The provision is good
Children are welcomed by friendly staff at this nursery. Most children confidently leave their parents and carers at the front door. Children who require some reassurance receive lots of cuddles.
Children have developed caring relationships with the staff and each other. Older children beam with excitement as they see the babies. They cuddle them and show them animal books.
These caring relationships help children to feel safe, secure and ready to learn.Children are motivated to learn. They test out their own ideas as they follow recipe cards to make dough.
They tip and pour ingredients and know to add more fl...our when the mixture becomes 'too sticky'. Children add paint and predict what colour it will be and are extremely proud of their finished dough. Children have fun and make good progress in all areas of learning.
Children are encouraged to be independent from a young age. They wipe their own faces after having a meal and use mirrors to check that they are 'all clean'. Children independently choose from the well-resourced environment.
When making a 'hedgehog house', they suggest different tools that they may need. Staff provide praise and encouragement, which helps to support children's self-esteem.
What does the early years setting do well and what does it need to do better?
Partnership working is a strength of the nursery.
Staff carry out regular assessments of children's development to identify what they know, can do and are interested in. Staff form strong partnerships with other professionals and follow their advice to support children's care and learning needs. Staff work closely with other settings children attend and with local schools.
This helps to provide a consistent approach to children's care and learning.Parents say that their children are happy, settled and love attending the nursery. They describe staff as 'amazing'.
Parents value the regular updates they receive, verbally and on the dedicated app, regarding their children's care needs and development. Parents state that their children have become more independent and they have seen progress in their communication skills since starting at the nursery.There is a clear focus on supporting children's communication.
Staff introduce new vocabulary as they interact with children. They join in with children's play and model language well. Staff recognise when babies want to sing.
They hold their hands as they sing 'Row, Row, Row Your Boat' together. Children make good progress in their communication and language development.There are lots of opportunities for children to engage actively in play.
Babies develop early crawling and walking skills as staff offer enticing activities and reassurance. Older children carry heavy objects as they fill up buckets of water to add to their mixtures outside. They climb on equipment and practise their balancing skills.
Children have frequent access to the outdoors and staff value the importance of developing children's physical skills.Children are exposed to early mathematical vocabulary during everyday activities. As children serve their own lunch, staff count out the scoops of food.
Staff encourage children to count as they follow a dough recipe. They confidently count as they add 'five shakes of flour'. Children can be heard using mathematical language in play as they describe pine cones as 'big' and 'massive'.
Children show an interest in early mathematical concepts and make good progress with their learning.Children are provided with opportunities to learn how to keep themselves safe and develop healthy lifestyles. Staff talk about the need to stay hydrated when playing outside.
Children independently find their water and cool down under a tree. Older children talk about the need to wear sun hats and sun cream on a sunny day. Children explain that you must warm up your bodies before you take part in exercise.
They demonstrate their favourite stretching exercises. Children are provided with healthy, nutritious meals. They are beginning to understand what it means to be healthy.
Leaders have developed a curriculum that is ambitious. Staff are clear about what they want children to learn. However, staff do not always ensure that the intended curriculum is implemented consistently.
Furthermore, on occasions, staff do not ensure that quieter children have the chance to share their ideas. For example, during adult-led activities, staff focus their attention on children who are more forthcoming. This limits some children's engagement in these activities and results in them losing interest.
The arrangements for safeguarding are effective.Staff have a good understanding of how to keep children safe. Risk assessments are carried out to help ensure the safety of all children.
Staff are knowledgeable about the signs and symptoms that may indicate different types of abuse. They are confident with the reporting procedures they must follow if they have any concerns about a child's welfare or the conduct of a colleague. Children's dietary needs are known and understood by staff.
Leaders are committed to multi-agency working. They have an excellent knowledge of support available in the community for families who may benefit from this.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: support staff to consistently implement the intended curriculum support staff to provide consistent, high-quality interactions during planned activities to maximise the learning for all children.
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