Annie and Co Nursery and Forest school

What is it like to attend this early years setting?

Children have secure attachments with staff. They are happy and confident in this stimulating setting. Activities are based on children's individual interests and learning styles. They are extremely varied, imaginative and physically challenging. This inspires children and maintains their concentration, so they are continually motivated to join in and learn new skills. Staff plan a well-structured curriculum. There is a clear focus on developing children's communication and language skills. Children respond with enthusiasm as they experience well-planned activities while making their own choices. They are inspired to develop a love of books and storytelling as staff read to them, bringing stories to life. Children use natural and recyclable materials as they create binoculars to search for birds and wildlife living in the surrounding forest.

Children use polite language without prompting. Staff are extremely skilled at knowing when to step in. They allow children to resolve things for themselves to build on their emotional resilience and independence. Staff know how valuable it is to include personal, social and emotional skills to support children's development across all areas. Staff teach children how to be safe and assured as they negotiate the outdoor space. Children explore with great ease as they climb, balance and jump with skill and confidence. Children are learning mathematics skill as they measure and count while pouring water into jugs to transport, dig and fill the holes. They delight in jumping in and out to make a splash.

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

• The provider and staff are highly reflective. Since the last inspection, they have successfully met all actions raised. They work well together as a team and with other professionals to seek guidance and feedback. Staff access a range of relevant training to support their continuous professional development. This means that staff are well supported to understand the safeguarding procedures and the responsibilities of their role.
• The provider places an emphasis on staff well-being and demonstrates a strong commitment to creating a positive and supportive working environment. Staff training needs are identified together as they regularly evaluate their practice, contributing to continuous improvement across the setting. The provider has recently focused on planning future training in working with children with special educational needs and/or disabilities. This is so that partnerships with other local providers can be developed further.
• Staff listen carefully to children as they make suggestions and contribute. This helps to maintain their interest and to develop their critical thinking skills. Staff provide close attention to children who may need extra support. They remind each other to adapt their practice when younger or quieter children begin to lose interest. As a result, children show high levels of self-esteem and independence.
• Staff ensure that activities and resources are safe and well planned for children's independent play. Staff deployment arrangements are fully considered, so that children are always supervised. Risk assessments are used effectively to ensure children play and explore in a safe environment. This includes attention to fencing and entry and exit points to ensure they are kept secure. Children take part in fire drills, so they know what to do in an emergency. Staff use a bell and visual prompts. This supports children's growing understanding of how to keep themselves safe.
• Staff follow clear procedures to ensure that children's care and dietary needs are met. Information about children's care needs, dietary requirements and allergies are kept under review. Staff provide healthy and nutritious foods for mealtimes to help children learn about healthy lifestyles. Children successfully peel vegetables for their lunchtime soup. Staff respond with a great deal of praise and celebrate everything children achieve.
• Children are positively supported as they learn about their own hygiene needs. Care routines such as nappy changes are carried out sensitively and respectfully. Accidents and allergy information are recorded for staff and parent's reference. Staff arrange regular visits to the shared facilities, including the toilets. Occasionally, communication between staff and other users with responsibility for the maintenance of the shared areas could be strengthened to be clear and consistent about expectations for these shared spaces.
• Parents express high levels of appreciation. They value the support they receive from the provider and staff and the regular updates about their children. They acknowledge that they can continue with learning at home and recognise the skills their children have developed since starting. They are invited to attend a variety of events, providing a welcoming space for parents and strengthening community links. They also recognise the importance that staff collaborate closely with local schools to enable smooth transitions for children.

What the setting must and should do next

The provider should:

• continue to strengthen the existing systems for communication between leaders, staff and shared facility users to further enhance effective information sharing.