Emmer Green Kindergarten

What is it like to attend this early years setting?

Children are extremely happy and feel safe and secure in the family atmosphere created by the provider. They benefit from meaningful learning experiences and are developing knowledge and skills to help them in their future lives. For example, they recall what carrots need to grow in the nursery garden and develop a keen understanding of nature and the world around them. Children enjoy regular outings in the local community, such as to the local church. Babies are looked after by staff who are caring and nurturing of their individual needs. They happily sleep in cosy pods, being soothed gently by staff who understand when they need to nap. Children enjoy healthy, nutritious food, which is cooked onsite and prepared safely to meet their needs.

Children behave extremely well and are busy, motivated learners. They understand the rules, boundaries and the high expectations of the staff. For example, in the pre-school room, children excitedly tidy up when they hear the specific music being played. Children enjoy playing collaboratively outdoors with their friends. They have fun, sitting and digging in the sand pit with varied one-handed tools. Children demonstrate strong relationships with others. For example, many children use their imagination well, as they sit on a pretend bus, and sing a favourite song enthusiastically.

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

• The provider ensures a well-planned curriculum is offered to all children at the nursery. Staff support children well in their learning and development and successfully build on what children know and can do. They help children make good progress by offering purposeful interaction, alongside clear learning intentions.
• The provider and staff have a good understanding of the uniqueness of each child. They value and promote equality and diversity amongst the staff team and with children. Children who speak English as an additional language and those with specific needs, feel a strong sense of belonging at this inclusive setting.
• Partnership with parents is good. Parent's feedback is positive, with comments about the nursery being a happy and safe place. They talk about staff offering good verbal and written feedback about their child each day. In recent weeks, the provider has re-introduced 'stay and play' sessions for parents, to help them gain an insight into how children learn through play.
• Staff pay good attention to developing children's communication and language skills. They often role model rich and varied vocabulary in play and there is very good emphasis on stories and songs. For example, one-year-olds demonstrate very good understanding, listening and attention skills. During an interactive rhyme time, they choose their favourite pictorial, nursery rhyme spoon, using single words, such as spider. Babies hold their pictorial nursery rhyme spoon, gaze in awe at the staff and listen attentively as they sing rhymes.
• Children demonstrate strong attitudes to learning and high levels of curiosity. They are frequently seen sharing a book with a friend, sat outdoors in a cosy corner or indoors. Older children notice letters of the alphabet on display and are keen to share what they know. Staff ignite children's interests by their enthusiasm. However, on occasions, staff lack skills to encourage older children to solve simple number problems or to think critically.
• Leadership and management of the nursery is good. The provider single handily navigated the turbulence of the COVID-19 (coronavirus) pandemic, to ensure standards in care and education remain strong. This includes maintaining staff ratios. She has robust systems in place to ensure the newest staff have a clear understanding of their roles and responsibilities. The provider makes sure staff training is regular and tailored to each person's development plan.
• The provider is a self-reflective provider and has an accurate view of her setting, through the close monitoring of staff practice. She has a clear vision and improvement plan for the future of her nursery. However, the space and learning environment in the baby room inhibits babies ability to enjoy varied, large movement activities.

What the setting must and should do next

The provider should:

• develop staff teaching skills of how to promote older children's critical thinking and problem-solving skills
• develop and expand the learning environment for babies, to give them greater opportunity to develop their physical skills.