Apple Blossom Kindergarten

What is it like to attend this early years setting?

Staff skilfully plan rich sensory experiences that immerse children in hands-on activities, such as preparing food. Children chop vegetables and mix yeast, water and flour to make bread to accompany their home-made soup. They explore textures and build hand strength through kneading the dough. Children are deeply engaged as they gain a greater understanding of real-world processes. They assist adults with practical tasks, such as folding blankets 'corner to corner' and setting the table, working out how many bowls and pieces of cutlery are needed. Children enhance their problem-solving skills while fostering independence and a sense of responsibility.

Staff prioritise physical activity both indoors and outdoors. Children manipulate apparatus to enable them to spin, stretch and climb. They use small brushes to help adults sweep up leaves. Children carefully observe spiders and worms as they engage with the natural world. One child tells the inspector, 'I hope the worm has friends as it may be lonely when everybody has gone home and it's all alone.' Children show compassion and emotional awareness as they connect with living things.

Staff seamlessly structure the day through transition songs. Children demonstrate remembered learning as they eagerly anticipate the actions of the songs and laugh as they get more complicated. Children develop memory, predictability and a sense of belonging.

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

• Most children have a positive attitude to learning, and they follow the rules of the setting with ease. However, staff do not always explain rules and boundaries of the kindergarten. This can result in children not receiving the guidance needed to reflect on their actions. Children do not always gain the skills to deeply understand and self-regulate their behaviour to better prepare them for their next steps in learning.
• Parents value the kindergarten for its nurturing, child-led and nature-based approach. Staff are described as compassionate, and the environment is noted for being calm and safe. The kindergarten team communicates with parents effectively through weekly parent and child groups, progress reports and daily updates. Parents appreciate the outdoor focus and structured rhythm of the day.
• Children demonstrate that they feel confident to express their thoughts, preferences and experiences openly. They share their friendships, recall lessons and engage courteously with visitors. Children demonstrate secure attachments with all staff as they seek cuddles and reassurance. Children feel safe, heard and respected.
• Story time is a calm and highly valued part of the day. Staff skilfully use puppets to tell stories in a meaningful way. Children learn what it means to be kind and generous.
• Leaders and staff are well-qualified and know the children well. Additional funding is thoughtfully allocated to enrich high-quality resources and address potential barriers to children's learning and development. Weekly staff meetings ensure that all children, including those with special educational needs and/or disabilities, make good progress from their starting points.
• Regular singing ensures that transition processes are smooth, and children know what is expected of them. Children change into indoor slippers as they enter the kindergarten. They dress themselves in appropriate clothing before they play outdoors. Care routines are conducted with respect. Children develop independence and a sense of responsibility.
• Children, staff and families participate in learning events, such as an evening lantern walk, to celebrate seasonal change and a sense of community. Children develop a sense of togetherness through meaningful community engagement.
• Mealtimes and communal activities are sociable and encourage deep conversations and a language-rich environment. Children offer to share their food with visitors. They build strong social connections, emotional understanding and enriched language skills.
• Staff teach children about inclusion and diversity. Children freely access a wide range of books that represent different people and communities. Staff thoughtfully craft individual figures that are representative of everyone in the kindergarten. Children develop respect for cultural similarities and differences among people in the world around them.

What the setting must and should do next

The provider should:

• build consistent strategies to help children develop a deeper understanding of their actions and behaviour in preparation for their next steps in learning.