Garden House Nursery School

What is it like to attend this early years setting?

Children eagerly enter the setting. They happily greet friends, staff and visitors as they enter. They immediately hang up bags and coats by themselves then seek out activities and settle to play. Children are confident in their interactions, sharing events that have taken place since they last saw staff. They explain to staff what they want to do and what they want to play with when they arrive. For example, in response to the weather, one child says: 'I want to make a big snowman'. Staff encourage children to make comparisons using open-ended questions, such as 'I wonder what the dough would feel like if it was snow?' Staff consistently praise children, building on their self-esteem and emotional well-being.

Staff plan exciting, well-considered activities that capture children's curiosity. For example, having observed children's interest in sensory play, they plan activities to build on this further. Children squish and squash coloured spaghetti with their fingers. They confidently put their hands into a box and describe what they can feel. 'It's round, and a bit bumpy, it's a circle and it rolls, it's an orange'. Children use a wide range of descriptive words. Staff support children well when learning new vocabulary.

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

• Leaders have had to make difficult decisions and respond quickly to changing circumstances at this setting. They have considered closely the well-being of staff, children and families in this small, rural setting. Staff undertake robust induction procedures to ensure they are familiar with the setting and their newly appointed role.
• The manager has a clear intent for what she wants children to learn. She can explain with confidence how staff will do this and why it is important. She is reflective and encourages the same level of reflection in her staff. The manager ensures they receive regular feedback as she develops their skills and knowledge.
• Parents are complimentary about the setting. They comment how friendly staff are and how their children love to attend. Staff communicate children's learning online and through written daily plans. However, parents are not always kept up to date about important dates and events or how they can support their child's next step in learning at home.
• Children behave well at this setting. They are kind to their friends, taking turns with resources and sharing toys from home. However, during large group activities, staff do not always have high enough expectations for children's behaviour. This means some children miss what is being taught, and some children do not always have opportunities to share their learning.
• Staff provide engaging activities for children to practice their mark making.
• Children develop their early writing skills. For example, children draw lines and circles in foam. Children then offer explanations of what they have drawn. Staff draw faces and letters, building on what children can do. Children then try to do the same, beaming with pride when they complete the task.
• Children remember to wash hands before food and are very able when it comes to attending to their own needs. Staff support children to gain a greater understanding of healthy practices. However, transition times and routines are not as well established as they could be, and children are left waiting while staff decide what to do next.
• Staff respond quickly to children's suggestions. For example, as the snow falls, children ask to go outside to play in the snow. They mimic the swirling snowflakes as they spin and twirl in the garden. Later, during a yoga session, children ask: 'Can we do a snowman pose and a Jack Frost pose? Can we do a snow pose?' Staff encourage children to do this with their bodies. They are attentive when they listen to children. As a result, children develop positive attitudes to learning and make good progress with their communication and language.
• Children learn about their local community through regular walks around the village. Staff share local events, traditions and festivals with the children. Staff encourage children to share where they have been when holidaying abroad. They use these opportunities to teach children about diversity and the wider world.

What the setting must and should do next

The provider should:

• support staff to help children understand the behavioural expectations during large group activities so that they are ready to learn
• enhance systems for communicating with parents, and involve them even further in supporting their child's learning at home
• review the organisation of transitions and routines to maximise children's learning.