Bear And Bunny Nursery

What is it like to attend this early years setting?

Children are happy, safe and settle well in this nurturing environment. They enjoy the freedom to investigate the outdoors, including their own forest school. Children have opportunities to assess their own risk. For example, they tell staff that they are only climbing to a certain height on the tyres before they stop to see if it is safe. Children are encouraged to keep on trying when they encounter difficulties in their play. They are successfully supported by skilled staff to find their own solutions to problems. Children are fully aware of rules and boundaries, especially when taking part in forest school. For instance, they have their own rules. These include 'hands by your side, doggy drill' and 'hands up, stinging nettles'. Children understand the importance of following these rules to keep themselves and others safe.

Children show enthusiasm, independence and confidence. They benefit from an ambitious curriculum that provides them with enriching, varied experiences. Children's interests are paramount at this nursery, and children sustain their interest during their play and exploration for long periods of time. For example, they spend time carefully digging in the garden. Children excitedly uncover worms and cannot wait to show their friends. They spend time talking about how the worms feel, their habitat and the shapes the worm makes as they curl, telling friends 'worms have no bones'. Children learn from staff that worms are 'important' as 'they help their plants to grow'. Learning opportunities such as this enable children to build their confidence and self-esteem, while learning new things about the natural world around them. This enables children to become independent learners.

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

• Leaders and staff work together very well. Effective, regular supervision is in place to support staff. Staff receive training opportunities which ignite their passion. For example, they are offered forest school leader training. Staff report that leaders go 'above and beyond' to support them and they enjoy the opportunity to develop their own skills. As a result, staff are enthusiastic, and teaching continually improves.
• Leaders plan a well-thought-out curriculum that includes meaningful experiences across all areas of the early years foundation stage. They have high expectations of what they want children to learn. This is well communicated with the dedicated and passionate staff team. Together, they work to plan and sequence learning for each individual child that supports them to make their own progress.
• Staff understand the importance of developing children's communication and language skills. They purposefully model language as children play, through high-quality, positive interactions that really get children thinking. For example, staff speak clearly, introducing a range of vocabulary, and use effective questioning to enable children to problem-solve independently. Staff provide effective, targeted language support for children who need to develop their communication and language skills. This enables all children to make progress in their language development.
• Staff promote children's early literacy skills. Children develop a love of books as they independently access them. Staff are attentive and read to children as they self-select familiar stories, which they listen to intently. Staff extend children's learning of stories. For example, children enthusiastically make their own character props. Staff support children to use their imagination, using these props to make their own stories for a group activity. However, some larger group activities are not organised as well as they could be, and some children become restless and distracted, which ultimately impacts on their learning.
• Staff take the time to get to know children. They monitor progress effectively and are prompt in identifying any difficulties children may have. Staff are proactive and work in partnership with parents and/or carers, seeking additional support as needed. They liaise with outside agencies to seek strategies to meet children's needs effectively. This ensures that all children, including those with special educational needs and/or disabilities (SEND), make progress from their individual starting points.
• Opportunities for children to be physically active are plentiful. The passionate forest school staff are eager to offer opportunities to develop children's life skills and freedom to learn about the natural world. They take pride in developing children's social and emotional skills by providing opportunities for them to work together to achieve a shared goal.
• Children's behaviour is very good. They play harmoniously together. Staff reinforce positive behaviour and have high expectations of the children. Staff are sensitive when giving gentle reminders, for example to say 'please' and 'thank you'.
• Parents speak highly of the nursery and feel that their children are happy. They value receiving regular updates via an online app. Parents commented on the 'amazing atmosphere' and 'fantastic outdoor opportunities'. They report that they feel very well supported.

What the setting must and should do next

The provider should:

• review and improve the planning of larger group activities to ensure all children are able to fully engage in learning.