Greenfields Nursery

What is it like to attend this early years setting?

Children arrive with big smiles, eager to start their day at this friendly, nurturing nursery. They are greeted warmly by caring staff who take time to chat to them about their morning. Children separate easily from their parents, confidently waving goodbye and telling them, 'I will see you later'. They embrace staff with spontaneous hugs and show that they feel safe and secure.

Children settle quickly and explore the range of inviting activities with confidence and independence. Babies investigate coloured scarves. They wave them around their heads and giggle as staff engage them in games of peekaboo. Babies join in with singing familiar songs. They clap their hands excitedly and say, 'Quack, quack, quack'. Toddlers enjoy using flannels and cloths to wash dolls. They plunge their hands into water trays and move them around to splash their 'babies'. Pre-school children become engrossed in moulding play dough to make pretend cakes and biscuits. They show control using rolling pins and cutters. They spend time sprinkling flour onto their mixtures and explain, 'This is milkshake'. Children browse through cook books and choose recipes. They use oven gloves to put their cakes into play ovens, telling staff, 'This needs baking for 2000 minutes'.

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

• Children make good progress and are well prepared for their next stage of learning. Staff evaluate children's learning and identify gaps in their development. Children with special educational needs and/or disabilities receive good levels of care. Staff ensure that referrals are made in a timely manner and children's first languages are shared and celebrated.
• Children's behaviour is good. They share toys and take turns without being prompted. For example, they share chalks as they draw pictures saying, 'Can I have that after you?'. Children make firm friendships. They greet each other with hugs and invite their friends to sit next to them. Children show an awareness of routines and expectations. They tidy away toys and line up quietly to go outside.
• Children benefit from fresh air and physical exercise in the spacious, outdoor area. This helps promote their good health. Toddlers pedal tricycles and whizz down slides. Babies are mesmerised by bubbles released from wands. They stretch up high and clap their hands together to pop them. Pre-school children initiate ball games. They throw and kick footballs, exclaiming, 'That is a goal!'.
• Children demonstrate excellent independence. They pour their own drinks and use spoons and tongs to serve themselves food at lunchtimes. Pre-school children show competence in putting on their coats. They manage zips, expertly explaining, 'Put the zip bits together and then pull'. Staff give clear instructions and then step back to allow children time to master new skills. This promotes children's confidence.
• Children learn about the world around them. They use watering cans to water vegetables and peer closely to see which plants are the tallest. Children have been nurturing caterpillars into butterflies. They show great excitement as they watch butterflies being released from their nets. They are captivated as butterflies flutter into the air.
• Leaders and managers form a strong team. They have a clear vision for the future and are committed to providing high-quality care and learning for children. Staff benefit from a range of training opportunities to further develop their skills and knowledge. Leaders place a high priority on staff well-being. As a result, staff feel valued and supported.
• Partnerships with parents are strong. Staff act upon transition information they receive from parents. This results in new children settling quickly. Parents say staff go 'above and beyond' and that their children love attending. Parents borrow learning bags containing books and activities to support their children's learning at home.
• Staff have a clear vision of the curriculum. However, they do not always consider the impact of background noise and distractions on children's learning. For example, staff arrange furniture in preparation for lunchtimes while children take part in group activities. As a result, children are not consistently engaged in meaningful learning.

What the setting must and should do next

The provider should:

• support staff to minimise disruption to children's learning so that children benefit from meaningful learning at all times.