Green Roots

What is it like to attend this early years setting?

Children are happy to attend this welcoming nursery. They show that they feel safe and secure as they play. Children are deeply engaged in their self-selected activities. For instance, babies shriek with excitement as they explore textures and materials. Older children spend time practising their writing skills. They make marks on a large whiteboard on the wall and show staff their efforts. Staff give children constant praise for their achievements. This helps children to develop positive attitudes to learning.

Children behave well. They show kindness towards each other. For example, babies hold hands as they independently drink their milk from bottles. Older children ask their friends if they need help when they spill their drink. Children are developing an awareness of how their behaviour can impact on others.

Children enjoy plenty of fresh air and physical exercise. There are ample opportunities for children to strengthen their muscles. For example, babies use equipment to pull themselves up into a standing position. Toddlers enjoy chasing bubbles and learn how to ride bikes. Older children test out their physical abilities on different balancing and climbing equipment.

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

• Leaders and staff provide a broad curriculum that focuses on children's interests. They plan activities to build on what children already know and can do. Staff skilfully provide learning opportunities for children to talk about recent events. For example, children celebrate the King's coronation. They make crowns and castles from cardboard boxes. This supports learning about topics that children may not learn about elsewhere.
• Children happily make choices and have fun as they engage in their play. For example, they access activities, such as craft, construction and role play. However, on occasions, children do not tidy up after they have finished playing. Staff will tidy up for them. This means that children do not always take responsibility for their toys or the environment.
• Leaders work closely with staff to assess practice and strive for improvement. They check the quality of the provision. For example, they carry out regular audits of the learning environment. Staff have frequent supervisions and say that they work well as a team. This helps to check the quality of the provision and enhance staff skills.
• Mealtimes for babies and younger children are relaxing and comfortable. Staff sit with toddlers and encourage them to feed themselves using knives and forks. However, the transition to lunchtime for older children is loud. For example, on occasion individual children show their discomfort by covering their ears. This does not consistently meet all children's needs.
• Staff support children's communication and language development well. Children who speak English as an additional language receive the support they need. For example, staff learn key words in various languages. This helps children to feel welcome from when they join the nursery. Staff are fluent in using sign language when they talk to children across the whole setting. The youngest children are competent in using signs to communicate 'please' and 'thank you'. This helps all children to develop good speech and language skills.
• Partnerships with parents are good. They speak positively about the setting and the relationships that children have with staff. Parents gain daily updates about their child's day. They receive photographs of their learning and development on online platforms. This keeps parents informed about the activities that children are doing at nursery so they can extend this learning at home.
• Mathematical language is woven through everyday play. The nursery is rich in numbers, shapes and mathematical opportunities. Staff sing number songs and rhymes with younger children. Older children play number games with staff. They confidently count the dots on a dice and recognise the numeral to match. This helps to develop children's early mathematical skills.
• Children develop a love of stories and songs. Staff respond positively when babies and children spontaneously show interest. For example, babies crawl over to join staff as they share stories. Toddlers delight when staff burst into song and dance. Older children are imaginative as they confidently make up stories. This encourages a love of reading and extends children's vocabulary.

What the setting must and should do next

The provider should:

• improve the transition to lunchtime for the older children to make sure it meets all children's needs
• develop children's levels of independence and sense of responsibility by involving them more directly in tidying-up routines.