Children 4 Most at Squirrels Wood

What is it like to attend this early years setting?

Children show that they feel safe in this homely and welcoming nursery. The staff truly understand each child's emotional needs and tailor the education so that children progressively learn how to take ownership of how they feel. Staff have high expectations and promote positive attitudes. As a result, squabbles and disagreements between children are rare. When they do occur, staff skilfully intervene. Children come to the attentive staff for cuddles and to excitedly show their current favourite toys.

The staff provide purposeful opportunities for children's physical development outdoors through lots of challenging outdoor play. Staff encourage children to develop new skills, such as climbing up slides or riding tricycles and balance bikes. As a result, children use wheeled toys with confidence and precision.

Staff utilise their knowledge of children's learning styles to engage them in activities. By using books that interest children, staff motivate children to explore the nursery woodland. They help to embolden children's confidence in nature as they hunt for sticks, leaves and other flora. Staff enhance children's literacy and sensory experiences, and strengthen their creative art and design skills through carefully planned activities that draw on children's individual interests.

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

• The staff provide children with an engaging and well considered curriculum, which is sequenced and meets children's learning needs. Activities and experiences are designed to help all children develop the essential skills they need to succeed in life. Staff use assessment and observation effectively. As a result, all children make great progress from their starting points.
• Overall, the staff are provided with a comprehensive package of training and support to enable them to deliver good-quality learning opportunities for children. Leaders are supporting staff to fully understand how to develop children's emerging communication and language skills. For example, leaders are coaching staff to ensure that they give all children the chance to talk about what they know. This means that children have opportunities to articulate their knowledge and understanding. However, there are inconsistencies in the way that staff model speech to children. As a result, some children do not always hear the correct way to pronounce some words.
• The staff ensure that children develop competent independence and self-care skills. Children learn to wash their hands before meals and after using the toilet. They make good attempts at putting on their own coats before outdoor play, and staff give them the time to succeed in doing so. All staff consistently follow expected hygiene procedures. Consequently, children learn the importance of, and the links between, good hygiene practices and their good health.
• All children are provided with healthy and nutritious meals. All allergy, intolerance and other dietary needs are robustly catered for. Suitable alternatives are provided when children do not enjoy new foods. The whole staff team is well prepared and knowledgeable about how to manage such situations. As a result, all children develop healthy attitudes towards foods, and their dietary needs are well met.
• The staff help children to learn the language of emotion from their earliest days of attendance. Staff model kind and considerate behaviour. They are calm, relaxed and friendly at all times, which helps to ensure that children understand how to treat others respectfully. Children also call on the strategies they have learned. For example, they take themselves to a quiet space to read before they return feeling calmer and ready to engage in play with their friends again.
• The staff ensure that the needs of children with special educational needs and/or disabilities (SEND) are of the highest priority. The staff work closely with parents and professionals to support pathways to diagnosis and to secure wider help and guidance as required. Leaders ensure that staff are provided with the knowledge to deliver the best care, nurturing support and educational outcomes. In doing so, they prepare children with SEND well for the next stage in their educational journeys.

What the setting must and should do next

The provider should:

• strengthen professional development for staff to help them to better support children's communication and language skills.