Greenhouse Farm Nursery Ltd

What is it like to attend this early years setting?

Children succeed in their learning at this unique farm nursery. Leaders have carefully considered the layout and impressive environments to give children a variety of learning experiences. Children, including those with special educational needs and/or disabilities, experience a safe and settled start to their education. This is because leaders and staff want the very best for children. Staff have high expectations for children's behaviour. Children learn how to take turns, for example, when serving their own vegetables. Children become excited as they use home-grown vegetables to feed the nursery horse and rabbits. This supports children's understanding of learning to care for animals.

Staff are extremely mindful of younger babies' personal and emotional development. They notice when children become anxious if they move away and provide reassurance to the children. This helps to support children to understand that they are safe and well cared for. Children are encouraged to understand how they are unique. Staff talk to children about their different hair during a creative activity. Staff provide opportunities for children to learn and understand risks. For example, children in the forest school learn how to remain safe around fire. Staff sequence this from an early age, where children firstly learn boundaries and how to use tools and equipment safely. Through these tasks, children are developing a growing sense of responsibility.

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

• Leaders are clear about the focus for the curriculum. They want children to learn to be independent and develop resilience. Staff implement this during general play and planned activities. For example, when den building, children are encouraged to keep on trying when their resources become stuck. This helps to promote children's developing independence skills.
• The curriculum for communication and language is implemented effectively. Staff provide core songs and stories for children to become familiar with. Older children confidently act out scenes from familiar stories with their peers. However, at times, staff use language such as 'it' and 'that one' when naming objects. This does not support children to increase their growing vocabulary.
• Staff understand how to support children's behaviour. Activities to develop children's awareness of their feelings are well planned. For example, staff use books to help children gain a better understanding of their emotions through colour. Children behave well and show respect for their peers.
• Parents are extremely happy with the care their children receive. Parents comment on the 'exceptional support' they receive from leaders and staff at the setting. Staff are consistent with sharing children's development and next steps. This helps parents to continue their children's learning at home.
• Staff help children to learn some ways to lead a healthy lifestyle. Older children learn the benefits of oral hygiene, and staff work in partnership with parents to encourage and reward toothbrushing. Children are provided with balanced meals, and staff talk to children about the foods on their plate and where they come from. However, consideration has not been given to the effectiveness of lunchtime routines. This leads to children waiting for prolonged periods of time for their lunch. As a result, some younger children disengage and become upset.
• The curriculum for physical development is good. Younger children are learning to pull themselves to stand on low-level furniture. This supports children's developing core muscles. Older children learn to negotiate space and develop their balancing skills using planks of wood and tyres in the forest school. All children make good progress in their physical development.
• Leaders help staff to feel happy in their roles. Staff report that their workload is manageable and leaders go 'above and beyond' to ensure that the team is supported. Leaders value the well-being of their staff team. Counselling sessions are offered monthly to any staff who may benefit. Leaders provide regular training and coaching for staff. This helps to ensure staff's teaching skills and practice remain good.
• Leaders failed to notify Ofsted that they have added a new director to their company. Although this is a breach of the 'Statutory framework for the early years foundation stage', there is no impact on the children or the running of the nursery.

What the setting must and should do next

The provider should:

• increase staff's knowledge and understanding of how children learn language to increase their vocabulary
• strengthen snack time and mealtime routines so that all children become fully engaged in the experience.