Apple Tree Day Care Nursery

What is it like to attend this early years setting?

Children demonstrate that they feel safe and secure as they confidently move around the nursery. They happily arrive and leave their parents with ease as they are warmly welcomed by the thoughtful, attentive and nurturing staff, who are genuinely pleased to see them. Children settle quickly as they eagerly explore the activities provided. Staff provide children with a very homely, calm and happy environment in which to play. Children demonstrate a positive attitude to learning and are curious to try new things. For example, they show concentration and perseverance as they make good attempts to complete new puzzles. The ambitious curriculum is planned to support children's interests and builds on what they already know and can do. This ensures that they are offered sufficient challenge and accurately informs their next steps in learning. Seasonal themes and storybooks that interest children also contribute to the planning of the curriculum. For example, children's fascinations of space and dinosaurs influence the activities provided.

Skills for independent learning are promoted as children are encouraged to take care of their personal needs. For example, in preparation to play outdoors, they make good attempts at putting coats and shoes on. Children receive praise and encouragement for their efforts and achievements. Staff speak kindly and respectfully to the children and are good role models. Children form friendships with others attending. They have established close, trusting bonds with their key person. They understand the routines and expectations in place, behave well and are polite.

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

• The quality of teaching is good and all children make good progress. Staff carefully observe their development and plan appropriate next steps to help children succeed, including those in receipt of additional funding and those who require additional support. They understand the importance of working closely with other professionals to provide a consistent approach to support children's learning.
• Partnerships with parents are strong and form a major part of the ethos for the nursery. There is a constant two-way flow of communication, and management take time each day to greet and welcome children and families. Therefore, parents feel fully included in their child's development, progress and achievements.
• Staff are skilful in their interactions and at supporting in-the-moment planning. For example, young children delight in finding ladybirds. They tell staff all about their find and how they need to look after the bugs. Staff suggest they build a bug hotel, and they work together to find sticks and leaves.
• Parents speak highly of the nursery and caring staff. They say staff have a genuine interest in their children, are supportive of the whole family and are friendly and approachable. They comment that their children are very happy to attend and settle quickly. Many comment on how 'amazing' the team are.
• The management team has secure systems in place to observe staff practice. There is a culture of evaluating the provision of care and education provided to ensure the best outcomes for children. Staff receive support for their ongoing professional development, including through an online training provider and regular supervisions. This helps support their practice and children's learning needs. Staff are confident in approaching the management team and they feel that their well-being is valued.
• Children have ample opportunity to play outdoors in the fresh air. They flow freely from indoors to the inviting garden as they are positively encouraged to choose where they want to play. They relish time in the garden and develop large-muscle skills as they climb and run. Children have fun as they enthusiastically clean the cars and bicycles with sponges and soapy water. They make potions and mixtures using the mud kitchen or sit quietly among the mature trees enjoying stories.
• The curriculum is well planned and offers children a variety of experiences to challenge their learning. However, there are fewer opportunities routinely planned to support children's learning and understanding of the wider world and the community in which they live.
• Children are confident speakers. For example, they confidently tell visitors to the nursery about their vegetable patch and how they grow tomatoes and pumpkins. Staff engage children in conversation and have a clear comprehension of how children develop their conversation skills. However, on some occasions, some staff do not give children time to respond to questions and to think critically and solve problems for themselves.

What the setting must and should do next

The provider should:

• plan more opportunities in the curriculum to enhance children's experiences and learning of the wider community in which they live
• strengthen the use of effective questioning skills to give children more time to think and respond to questions and enable them to share their thoughts and ideas.