Growild Kindergarten

What is it like to attend this early years setting?

Children arrive eager to start their day at this welcoming outdoor nursery. They wave to their friends and bound up the steps to the forest area. Children are active around the site and make full use of the opportunities to climb, swing, run and balance. This results in high levels of physical proficiency across all ages. Children carry tyres and tubes to make their own 'car'. They initiate their own chasing games and dress up as superheroes. Children laugh as they pretend the ground is 'lava'. They jump with two feet onto tree stumps and climb ladders as part of their game.

Staff plan interesting 'experiences and invitations' for children. All areas of the site are fully utilised to provide stimulating learning opportunities. Children use magnifying glasses to find insects and fungi. They become excited when they find a baby slug and chat about how fast it will grow. Older children are supported to use 'fire steels' to make a fire. They marvel when their cotton wool catches light and they become engrossed in watching the colours as it burns. Children enjoy time in the 'art den'. They become deeply absorbed in mixing paint and painting their hands and leaves.

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

• Children show they are happy and settled. They approach staff for a hug and whisper 'secret messages' in their ear. Non-verbal children gesture for staff to hold their hand. Children cuddle next to staff to listen to a story. Staff treat children with the utmost care and respect. They are quick to attend to their needs and offer reassurance when needed.
• Children make good progress from their starting points. Leaders ensure that information gained during settling-in sessions is used to help plan children's next steps. Children with special educational needs and/or disabilities are supported well. Staff use a range of communication aids, including sign language and visual cards. Staff tailor questions to suit individual children. They ask a range of open and closed questions, and ensure children have enough time to think and respond.
• Children use numbers and counting in their play. For example, children count down from five before pushing off when using the slide. They notice 'number pebbles' in the sand and find the correct numeral for their age. Children construct using wooden shapes and name ovals, circles and triangles. They use positional language and explain which shapes are 'next to' and 'on top' of which.
• Staff promote children's language development. They engage children in meaningful back-and-forth interactions. Staff weave new vocabulary into their interactions. For example, they show children charcoal in a fire pit and use the words 'texture', 'crumbly' and 'powdery'. Children enjoy regular story sessions and develop a love of books. They engage in a 'story hat' experience and shout out interesting words they can think of.
• The nursery owner and manager provide effective leadership. They have a clear vision for the future and are committed to evaluating and improving the nursery. Staff are supported well. The manager is proactive and organises regular monitoring and progress meetings to identify any gaps in children's learning. The nursery owner and manager take great care to ensure staff feel valued and appreciated.
• Parents speak very highly of the nursery. They talk about it being 'the best decision' they have made. They say their children are 'thriving' and making 'fantastic' progress. Parents comment that staff go 'above and beyond' with the support they offer. Parents can use the 'little lend library' to borrow books. 'Transition bags' are available for those families expecting a new baby.
• Children show an awareness of daily routines and behavioural expectations. For example, they wait patiently for their turn on the swing. Staff reinforce positive behaviour and use group time to talk about the importance of being kind. However, children are not always supported to understand when their behaviour has an effect on others. Children take sand away from each other and say 'no' when other children ask them to share.

What the setting must and should do next

The provider should:

• help children to develop a better understanding of how their behaviour may have an effect on others.