Acorn Nursery

What is it like to attend this early years setting?

Leaders and staff at the nursery are caring and build close relationships with children. This support helps children settle quickly and feel safe. Children have access to a variety of toys, resources and well-planned activities. For example, toddlers can explore sand and soil and use different tools to scoop and pour. Older children engage in creative play and learn to create models using different materials. Staff have high expectations for children's behaviour and encourage them to be kind and respectful to each other. Children listen attentively to staff and their behaviour is very good.

Staff know their key children well and take account of their individual needs and interests. They encourage role-play activities based on the children's interests, such as playing doctors, which promotes language and imagination skills. Staff also introduce new words, such as 'thermometer', 'temperature' and 'stethoscope', to expand children's vocabulary. Staff plan challenging activities covering all curriculum areas to motivate and engage children in their learning. Additionally, they use props and resources to read stories expressively, capturing children's focus and attention. Children are confident communicators who use a wide range of vocabulary. Leaders and staff also provide great support for children with special educational needs and/or disabilities (SEND). They work closely with parents and professionals to gather all the necessary information and advice to create individual support plans for children with SEND. Children are well prepared for when they move to school.

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

• Staff plan activities to help children develop their fine motor skills and understand the practical applications of early writing and mathematics. For example, children use chalk, marker pens, and paint to make marks and confidently discuss what they are writing and the different colours they use in their drawings. Children also learn to count to 10 and beyond by playing number matching games with dough, number candles, and small objects. Children have access to many exciting and physically challenging activities outside in the well-resourced and purpose-built playground. However, the organisation of daily routines sometimes means that children's outdoor learning is not fully optimised.
• Staff use a variety of strategies to monitor children's learning and development. This includes observing children's play and gathering feedback from parents. Leaders consistently monitor the development of all children to ensure that any learning gaps are being addressed promptly. Children make good progress in their learning and development, including children with SEND, and those in receipt of additional funding.
• Staff help children acquire the skills they need for the next stage in their learning. For instance, older children participate in daily good quality early literacy sessions, when they are developmentally ready for this stage. Children also develop a love for reading from an early age. They enjoy listening to staff read stories, and participating in singing songs and rhyme sessions. Younger children enjoy construction activities, creating enclosures for animals, which helps them build on their natural exploratory impulses.
• Children have ample opportunities to practise and develop their independence. For instance, they are encouraged to take care of their personal hygiene by brushing their teeth, dressing themselves and washing their hands before meals. Snacks and meals provided are nutritious, and children are learning about healthy eating habits. However, staff do not effectively organise some routine group activities to meet all children's needs. For example, during lunch, younger children and babies find it unsettling to eat together with the whole nursery.
• Leaders have effective systems in place to evaluate and improve teaching and support staff through regular supervision and training opportunities. For example, staff are trained to support children's communication and language needs and to plan individual activity plans for children with SEND.
• Good partnerships with external professionals and specialists promote positive outcomes for children. Leaders also value the views of staff and parents, taking their input into account when planning for the future development of the nursery provision and the services they provide.
• Leaders and staff build strong relationships with parents. They offer parents detailed information about their children's progress and next steps. Parents receive newsletters every term, suggestions for supporting their children at home, and electronic updates about their children's learning and development.

What the setting must and should do next

The provider should:

• review routine group activities that are led by staff, such as mealtimes, ensuring that they are appropriate for all children's needs
• review the arrangements for outdoor routines to maximise on children's outdoor learning.