Evergreen Childrens Day Nursery

What is it like to attend this early years setting?

Staff are highly skilled and provide innovative ways to help children learn. For example, they encourage children to use their big muscles as they scoop up autumn leaves from the floor. With a little support from staff, children place the leaves onto a camouflage net that is hooked on a tree. Children demonstrate lots of critical thinking as they decide what to do next. They work together to push the net upwards, which causes a flurry of autumn leaves sprinkling to the floor. This helps children to make connections with the changing seasons. Children are also beginning to learn how working with their friends can help them to achieve a goal. Staff give children lots of opportunities to practise and repeat this new learning, which helps them to gain lots of new skills. Children genuinely enjoy each other's company and play very well together.

Leaders, managers and staff radiate warmth towards children, which promotes children's personal development and helps them to feel secure. As children arrive, staff greet them with a big smile and kind words. As a result, children bound into the nursery and babies reach out to staff with their arms open wide. The whole staff team has created a stimulating and nurturing environment, where children feel safe and eager to learn.

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

• Leaders and managers have worked hard to make improvements. They have made changes to the curriculum, which sets out what children of different ages and stages need to learn. Staff have also embraced curriculum training and use their knowledge to help children learn more and remember more. Leaders and managers recognise that staff need time to embed their knowledge and confidence, to help children make optimum progress.
• The support for children with special educational needs and/or disabilities (SEND) is strong, due to effective partnerships. Staff work closely with parents by sharing ideas, such as simple sign language to aid their children's communication. Staff also follow programmes of work from professionals, such as physiotherapists. As a result, children with SEND benefit from bespoke and consistent support that helps them to achieve.
• Communication and language are key priorities at the nursery. Staff sing at every opportunity. This helps children to learn new words as they sing along to their favourite songs. As staff change nappies, they talk softly to the babies and toddlers. As a result, babies babble happily, and toddlers copy words and gestures. They thoroughly enjoy this intimate time with their key person.
• Staff help children to develop an appreciation of books from a very young age. All children, including babies, enjoy lots of books and stories. They listen intently as staff read with enthusiasm and good expression. At other times, children select books independently. For example, children sit quietly reading fictional books about people who help them. Children show respect for the books as they handle them with care and turn the pages correctly. This sets the foundations for their future learning and confidence in reading.
• At times, staff do not always plan with a purpose. For example, during adult-guided activities, staff set out activities that children enjoy. However, they do not focus on what children need to learn next. As a result, children are not gaining as much depth in their learning. This does not help them to gain new skills that build on their current capabilities.
• Transitions into the nursery are managed very well. Staff take time to build relationships with children and their parents. This gives children the emotional security they need to feel settled and confident in their new environment. However, transitions to school are not managed as well. For example, staff have not made links with teachers, to garner ideas on how best they can support children's learning in readiness for school. As a result, children are not as well prepared for this transition.
• Leaders and managers ensure everyone's well-being is prioritised. As a result, staff morale is high, which has a positive impact on children's care, behaviour and learning. Staff and children benefit from 'wellness' activities. For example, they lie on rugs in the outdoor area and look up at the clouds using their binoculars. This helps children to relax and use their senses as they connect with nature.

What the setting must and should do next

The provider should:

• provide a more sequenced curriculum that builds on what children know and can do
• improve the curriculum and support for children, to help them be fully prepared for their transition to school.