The manager uses her excellent knowledge, skills and expertise to guide, coach and support staff, and carries out regular supervisions to manage their performance. She recognises that the continual development of staff's knowledge and skills is crucial to consistently improve practice and the quality of teaching and learning.
Babies and children thrive and are extremely motivated to learn in this outstanding nursery. They participate in challenging activities designed to capture their imagination and interests.
Staff are full of fun and enthusiasm and this is imitated by children, who are totally absorbed in their play and learning. The highly skilful use of props and puppets brings stories to life and keeps children interested and engaged. This also supports disabled children and those with special educational needs, and children who speak English as an additional language.
Babies and toddlers have a wonderful time exploring paint, ice and sand mixed with cornflour and glitter. This helps them learn through their senses and enhances their natural sense of curiosity.
Pre-school children's mathematical skills are particularly impressive. For example, when children set the tables for lunch they say, 'I need six cups and I've only got three, so I need three more'.
Staff teach children to recognise and write their names and develop an understanding of phonics. This has a significantly positive impact on children's literacy skills which prepares them extremely well for future learning and, eventually, school.
Babies and children are very happy and well settled in the nursery. Toddlers and pre-school children demonstrate high levels of independence as they manage their own personal care needs in readiness for school.
Staff are excellent role models and play alongside children to teach them to understand how to share and take turns. This helps children to develop strong friendships and a secure understanding of acceptable behaviour.
All children make rapid progress in their learning, including children whose starting points are below expected levels of development. Several children achieve beyond expected levels of development for their age.
To further improve the quality of the early years provision the provider should continue to enhance the highly effective programme of professional development to consistently drive the already outstanding quality of teaching even higher.