Acorn Day Nursery

What is it like to attend this early years setting?

Children are thrilled as they arrive at this fun and welcoming setting. They are warmly greeted by caring, nurturing staff who know them well. Older children are excited as they arrive asking, 'Are we going to the forest today?' Children have a solid routine. They know to select their 'wellies' for forest school, and develop independence as they put them on. Children show excellent behaviour and are kind and caring towards others, offering help when needed. As children pick blackberries, they help each other to reach the 'juicy ones'.

Children demonstrate high levels of energy and enthusiasm as they enjoy forest school activities, and extensive opportunities for outdoor learning. Together, children carefully plan what they want to do and then work together to support each other's ideas. Children decide to make their own volcano. They skilfully use spades to dig a large hole and carefully collect water from a water butt. The children then carry their buckets up the hill to fill the hole. They organise a line so they can take turns to jump in the 'lava'. Children run to collect more water, shouting back to their friends, 'We need more lava!'

The pioneering staff engage children in meaningful tasks to teach them about different global factors, such as climate change. For example, children take part in community Eco-Projects and learn about recycling different materials. This empowers children to make a difference, supporting them to adopt higher levels of respect, care and consideration for the world around them.

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

• Staff help babies to pick fresh flowers in the morning. Together, they arrange the flowers in a jug. Staff encourage the babies to look at the colours and smell the different fragrances. They support them as they reach out to touch the petals. This helps babies to develop confidence and supports their early communication, as they begin to make sense of the world around them.
• Emphasis is placed on supporting children to manage and make sense of their feelings. For example, older children enjoy yoga sessions, which provide calming moments. During these sessions, children lay and listen to the sound of birds, as staff ask, 'What can you hear?' These peaceful moments provide an opportunity for children to think, talk and share what they know, contributing to children's well-being and confidence.
• Staff challenge children's language skills, as they broaden their vocabulary and widen their understanding of the world. Children are becoming confident talkers and can effectively communicate ideas. They share their knowledge as they play. For example, older children talk about an 'army' of caterpillars that 'transform' into butterflies as they search through bushes.
• Partnership with parents and collaboration with outside agencies is successful. This ensures all children's needs are met, particularly those with special educational needs and/or disabilities. For example, staff work with parents to find different ways to support children who communicate non-verbally. They gather a range of resources and make up a communication box, to mirror those used at home. This has enabled non-verbal children to effectively communicate with staff. Parents state that the support offered is 'above and beyond' the expected.
• This setting offers an ambitious and innovative curriculum that broadens the children's experiences and provides them many opportunities to be independent. Staff encourage children to form their own ideas, solve problems and express their views and opinions. For example, children have formed an 'Eco Committee' to make decisions on environmental factors, such as organising a community litter pick.
• During activities, staff enthusiastically take part in children's activities. They join in their play, skilfully encourage their learning and extend on what children already know and can do. For example, staff tell children a story about fairies who make potions in the woods. They then build on children's interest as they enable them to make their own potions. Staff question toddlers about what might happen when 'magic powder' is added to the coloured water. Toddlers watch with anticipation as the potion fizzes and bubbles up and over. They excitedly start to add the magic powder to their own potions, thrilled when their own concoctions start to bubble and fizz.
• The inspirational manager has embedded a rigorous system to support the development of staff using peer-on-peer mentoring. This ensures staff receive ongoing continuous support that builds staff relationships and supports their well-being. Staff continuously enhance their professional development and are actively encouraged to follow their own interests in learning. For example, some staff train in mental health first aid to provide support for parents and their peers due to the impact of the COVID-19 pandemic.
• Parents cannot praise the nursery enough. They say they feel involved in their children's experiences as they attend regular stay-and-play sessions. They feel supported to help children achieve key milestones, and value the expertise that is shared with them. Parents say this changes their understanding of how children learn and gives them confidence to do more at home.