Fruit Tree Day Nursery

What is it like to attend this early years setting?

Leaders work with the local authority to promote a good level of education for all children. Children have access to an exciting and meaningful curriculum at this setting. Staff at the setting, including leaders, know the children very well and their families. This helps them to plan activities that provide children with appropriate challenges to move them on in their learning.

Children quickly settle down to playing and exploring and are well supported in their learning and development. They are eager to explore and show positive attitudes towards learning. They are familiar with the staff, the daily routine and the learning environment, showing a sense of belonging and security. Children have access to outdoor learning that is effectively implemented in the daily curriculum. All children, including children with special educational needs and/or disabilities (SEND), receive valuable support, individual encouragement and strategies to help them develop their skills.

Children are beginning to learn some independence skills as they help to set up and serve themselves at lunchtime. Children show confidence as they make choices about the activities they want to engage in. This supports children to become increasingly independent in their play.

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

• Leaders have a clear vision of what it is they want children to learn at the setting. The partnership with parents and the local community is at the centre. Children learn about the diverse community they live in and how to care for the environment. They make their own compost and use it to plant herbs, vegetables and flowers. Children's well-being and healthy lifestyles are supported well.
• The indoor and outdoor spaces are inviting and accessible for all children. This promotes children's positive attitudes towards learning. They explore their own interests and deepen their curiosity and engagement with the world around them. Young children enjoy playing outside, choosing resources and sharing them with visitors. When they throw a ball, children eagerly look where it went and try to find it. Children feel safe and secure at the setting and develop social skills such as sharing.
• Staff ensure that children with SEND are well supported. They encourage all children to take part in activities that engage them and help them to make progress. Staff monitor children's development and complete the progress check for children aged two years. They are proactive in seeking advice and support from other professionals. This ensures that next steps for learning are carefully sequenced and helps all children to achieve the best outcomes.
• Children generally follow instructions and are familiar with the daily routines. For example, they know what is expected of them when walking down the stairs very calmly and carefully. However, there are some moments in the day when transitions between one activity and another are not planned well enough. For example, when toddlers get ready for lunch, some children are less engaged, and the room becomes a little chaotic.
• Overall, leaders work with the staff team to put strategies in place to support all children with their communication skills. Staff talk and sing to the youngest children when completing routine tasks. However, some staff are not as skilful in extending their interactions with children to support their communication and language skills further.
• Parents say that leaders and staff are supportive and work in partnership with them. This has a positive impact on children settling quickly and enjoying their time at the setting. Parents comment on the fantastic progress their children make and attribute this to caring and attentive staff. They trust staff to meet their children's individual needs. Leaders and staff bring families together and support them in their role as parents. This has a positive impact on children's learning and development.

What the setting must and should do next

The provider should:

• support staff to refine daily routines, so staff and younger children know what happens next and what is expected of them
• continue to develop staff's understanding of how to further support the individual learning needs for the youngest children's communication and language.