Eastwood Community Early Years

What is it like to attend this early years setting?

Children happily greet visitors and confidently move between the indoor and outdoor areas throughout the session. Older children attend a forest school once a week. During these sessions, they have many opportunities to learn more and build on what they already know. Children find roots as they dig in the mud, and remember that these are needed to feed the trees to help them grow. They competently weave sticks through branches to complete their den. Children excitedly compete to find the biggest stick, helping to deepen their mathematical understanding.

Staff identified some gaps in children's learning and development, following their return to nursery after the COVID-19 pandemic. As a result, there is a particular focus on developing children's small-muscle skills to prepare them for early writing. They thread string through templates and enjoy manipulating scented dough. Adults sensitively repeat back what children say so they can hear the correct pronunciation and structure of words and sentences. Older children hear and use more complex words, such as 'steep' and 'shelter', providing them with a rich, extended vocabulary.

Children clearly understand the rules of the setting. At forest school, they know they must not go past the yellow ribbons without an adult. All children respond immediately when staff rhythmically clap their hands to gain their attention.

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

• The manager provides strong leadership. Regular meetings ensure that her vision and aims are shared with the staff team. Staff feel well supported. The impact of training is reflected in quality interactions. Following sessions on self-regulation, adults validate children's emotions by telling them it is ok to be sad or upset when another child takes their toy. They encourage children to think about the feelings of others and to take turns if they both want the same tool.
• The broad curriculum meets the specific needs of all the children. Children who are more comfortable playing outdoors practise their writing on large chalk boards in the garden. Available resources enable children to make progress as they grow and develop their skills. There are three climbing frames, offering different levels of challenge. Some children are able to expertly swing from the bars of the large metal dome. Younger children, or those who need extra support, are helped to use the smaller piece of equipment. Additional funding has been used effectively to ensure all children can benefit from all the experiences on offer.
• Key persons know the children well. They describe children's starting points and personalise the ways they help children to settle. Parents and carers talk about the positive relationships they have with their child's key person. This contributes to consistent support, helping children to feel secure. Parents and carers say they have seen a 'massive difference' in their children since starting nursery. They feel that the forest school provision, in particular, promotes children's resilience and independence.
• Staff use engaging strategies to support children's communication and language skills. For example, they show children a large box and ask them what they think is inside. Children eagerly make guesses and patiently wait to see what will appear. However, in a large group, some younger children, and those sitting at the back, do not consistently gain as much from the activity and lose interest.
• Children begin to recognise their similarities and differences. Staff talk to them about their interests and what makes them special. Displays reflect things that are important to them. During the pandemic, key-worker parents sent in photographs of themselves in uniform. These are used to promote discussion and conversation. At times, however, not all children have the same opportunities to be fully involved to be able to celebrate what makes them unique.
• The nursery is extremely proud of the effective partnerships staff have with parents and other agencies. Joint workshops with the on-site school help support a smooth transition to children's next stage of education. Parents appreciate the exceptional support they received during the pandemic and the excellent, ongoing level of communication.

What the setting must and should do next

The provider should:

• develop staff's planning of group times to fully engage all children who take part and successfully meet their learning needs
• make more effective use of the opportunities available to support children to learn to recognise their similarities and differences and to celebrate what makes them unique.