Green Oaks Day Nursery

What is it like to attend this early years setting?

Children are welcomed warmly by the friendly staff and confidently move around their rooms, exploring the wide range of interesting and age-appropriate play equipment. Babies form strong attachments with staff in the baby room. Staff are knowledgeable about each of the children and can provide effective support and comfort to those children who are settling into the nursery.

Older children are encouraged to become independent in preparation for school. They enjoy the well-established routines. For example, they wash their faces and hands after lunchtime and place their coats on their individual hooks. Children identify their names and place them on the branches of the 'belonging tree' to self-register in the morning. They take turns as they sing the 'hello' song and make sure everyone is included. Staff are caring, attentive and respectful to the children and each other. Children model this behaviour and show consideration for each other. For example, children take delight in serving fruits to each other at the snack table and listen carefully to each other during activities.

Children are excited by the broad and challenging curriculum that builds on what they already know and enables them to gain new skills.

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

• Leaders and managers are ambitious and committed to providing high-quality care and education. Staff feel well supported and receive regular opportunities to speak with their manager and room leaders, which helps them to develop their knowledge.
• Staff interact well with children and model how to use the resources to extend children's knowledge. For example, children learn how to use scissors safely and effectively as they navigate their way and cut through different weights of tapes, strings and fabrics. Staff show how the scissors are held and support the children by giving clear and simple instructions. Children feel well supported and safe to experiment and try new experiences.
• Children independently choose what songs and rhymes they want to sing by selecting a song spoon. They join in with the actions and words. Younger children tentatively begin to learn how to use their bodies to follow the actions, and they gain new words and understanding as they repeat the rhymes. While older children have opportunities to take the lead in story time.
• Leaders and managers are ambitious for children's learning. The curriculum is structured well to help children develop the skills they will need when they move on to their next stage of learning. However, occasionally staff do not allow sufficient time for all children to process questions, clarify their thinking and be able to contribute with a response to further extend their understanding and speaking skills.
• Children enjoy plenty of fresh air and exercise in the large outdoor space. They learn to cooperate, negotiate and work together as a team. Children discuss what foods are healthy. For example, children identify the flavours in the homemade tomato soup and name the fresh fruits at snack time. They discuss the ingredients in the bread that they have made.
• Staff use key words in children's home languages, which helps children who speak English as an additional language to express their needs. Staff use some Makaton signs to support children's understanding throughout the day.
• Partnerships with parents are good. Parents say their children are happy and that they can see the progress they are making. Key persons share information about their children's progress and photos of their play via an online app. Parents attend events that support them to continue their children's learning at home. They say they feel very supported by the staff team.
• The special educational needs coordinator supports the staff to ensure that they meet children's individual needs. Staff use effective assessments and promptly identify gaps in children's learning. They work closely with parents and other agencies to support children and help them to progress.

What the setting must and should do next

The provider should:

• provide sufficient time for all children to process questions, clarify their thinking and be able to contribute with a response to further extend their understanding and speaking skills.