Green Gables Primary Nursery School

What is it like to attend this early years setting?

Children have fun as they learn. They demonstrate that they feel safe, happy and are emotionally secure. They develop close bonds with their key person, and make friends with others. Children are enthusiastic learners and become quickly engaged in their play on arrival.

Children respond well to clear routines and boundaries in place. They follow adults' instructions, take turns and listen to each other's ideas. They take pride in looking after equipment and know to tidy up after themselves. Children freely choose their own activities and resources. Staff encourage children to use their imagination. Older children pretend to visit a supermarket and buy food for their dinner. Toddlers play with toy animals and learn about the habitats in which the animals live. Children develop positive attitudes towards their learning.

Communication has remained good between the parents and the staff throughout the COVID-19 (coronavirus) pandemic. This has supported families well and helped to maintain the good links already in place. Although parents do not currently come into the setting, staff greet each child individually at the main entrance and share information with the parents. This helps to ensure that parents feel fully involved.

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

• The management team have a clear vision for the nursery. They work closely together to look at the strengths and weaknesses of the nursery. The management team carry out regular observations on the staff team and provide them with ongoing support and training. Staff comment that they feel well supported.
• The staff plan and implement the curriculum well, overall. They have a good understanding of how young children learn. Staff use this knowledge to provide interesting experiences based on children's interests and feedback from parents. However, during some adult-led activities, not all staff focus precisely enough on what it is they want individual children to learn. This means that children gain limited new knowledge from these activities.
• Children enjoy being physically active. Staff provide toddlers with opportunities to climb and crawl indoors. In the absence of an outdoor area, older children regularly visit the local park to take in fresh air and exercise. However, there are limited opportunities for older children to develop their large-muscle movements and practise physical skills while indoors.
• Children make good progress in communication and language. Staff speak clearly and use age-appropriate language to describe and comment on what is happening. Younger children develop an interest in books through regular story sessions. Staff provide activities for older children, such as taking part in the song 'Five little monkeys', to support children's language and listening skills.
• Children have a good understanding of healthy eating and hygiene. They wash their hands and staff talk to them about why this is necessary. Children carefully wipe their own noses and then throw away their used tissues in the bins provided, demonstrating independence.
• Staff ensure that the nursery is inclusive. For example, they seek and follow advice from professionals to support children with additional needs. Where English is not the first language spoken at home, staff find out about children's home languages and get key words from parents to help children communicate. This helps all children to make good progress in their learning.
• Parents speak highly of the nursery and form good relationships with staff. Parents share that they feel informed about their children's progress, and receive daily updates via an electronic app and informative newsletters.
• Older children listen and respond well to staff's instructions. They are given notice of when activities need to change. This supports children's enjoyment of activities and completing them to their satisfaction.

What the setting must and should do next

The provider should:

• support staff to refine their practice and focus more rigorously on what they want children to learn, so each child makes maximum progress in their learning
• provide more opportunities for older children to practise their large-muscle movements and be physically active when using the indoor environment.