Bear And Bunny Nursery At The Farmhouse

What is it like to attend this early years setting?

The children separate well from carers on arrival and are lovingly welcomed into the setting. They have special bonds with the staff and have begun to form relationships with each other. For instance, they initiate play with one another and delight in their shared experiences. Children feel secure to explore their environment. They show curiosity and a willingness to learn and find out more about their chosen activity. Staff support children's play and will seek out ways to extend their learning. For example, children make up a game where animals hide under a sheet of paper. Staff are enthusiastic in their interactions and extend learning by talking about the different features of the animals.

Children are beginning to respect each other's choices. This is reinforced by staff, who take time to talk to children about feelings and boundaries. Children's emotional needs are met. For example, staff warmly support children who have woken up from sleep and help them regulate their emotions. They are comforted and their needs are met, enabling them to confidently engage in play. Children love being outside playing on bicycles and in the sand. While outside, they become engrossed and investigate, making marks with paint and mud. Staff support children when extending their language, and give them the words to describe different textures.

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

• Managers and leaders understand and have good knowledge of what they are teaching the children. They have a clear view of what they want them to learn and how they will get them there. The curriculum they provide for children is both exciting and appropriate for their age and stage of development.
• Children are valued and their achievements are celebrated with 'wow moments'. These create small targets and inform the children's next steps. For instance, staff praise children enthusiastically when they achieve goals independently, such as counting to five for the first time. The staff know the children well. They provide stimulating activities based on the children's interests, and reflect on ways of extending these to further children's learning and development.
• Managers and leaders have created an environment for continual improvement for staff and children. For instance, robust systems are in place, allowing staff to self-reflect and enhance their performance. Children are praised and encouraged to develop their skills through thoughtful teaching. Staff identify areas for development in children's learning and plan carefully to close any gaps.
• Children enjoy mealtimes, which are social events. Staff support and encourage healthy eating and support children to grow their independence. For instance, young children are supported with tasks, such as carrying their plates to the table and cutting up snacks using safety knifes.
• Children are encouraged to be creative in their thoughts and thinking. For example, in the sensory room, the staff make-believe and role play the 'We're Going on a Bear Hunt' tory. The staff are enthusiastic and engage the children in a way which excites them. They encourage the children to think imaginatively and pretend to stumble over bricks and swim in the water. Children are engaged and show delight by laughing and smiling.
• Staff support children who speak English as an additional language well. They use signs and symbols and seek training courses that will further their knowledge and understanding. Staff work together with parents to learn words in the children's native language. They put strategies in place to support children to grow their vocabulary.
• Children follow some established hygiene routines. For instance, they wash their hands before mealtimes and after messy play activities. However, staff do not consistently encourage children to learn simple good hygiene practices, such as wiping their noses, or teach them about the importance this. This does not build strong foundations for children to learn to manage their own personal needs and develop self-care skills.
• The staff have high expectations of children. They speak to children with respect and engage them in back-and-forth interactions. The staff listen intently to what children say and respond to them with real interest. This makes the children feel valued and respected.

What the setting must and should do next

The provider should:

• develop a more consistent approach to teaching children about the importance of good hygiene practices and how to manage their own personal care needs, to further enhance their self-care skills.