Happy Bunnies

What is it like to attend this early years setting?

Leaders are unwavering in their commitment to provide high-quality care and education for children. Together with the staff team, they have created a welcoming and inclusive environment that supports children to make good progress in their learning and development. Children thoroughly enjoy attending. They quickly engage in their chosen activities and are enthused and motivated to learn. Rooms are a hive of activity. Children demonstrate high levels of engagement as they explore sand and water, experiment with creative materials, manipulate play dough and learn about minibeasts.

The curriculum for communication and language is a true strength. Children benefit from a language-rich environment where staff model vocabulary, use repetition to reinforce understanding and ask thought-provoking questions. Strategies to identify emerging gaps in children's communication skills are used quickly and effectively by staff to help children make progress. As such, children are becoming confident and skilful communicators.

Children behave well for their age. They are learning to share, to take turns and play alongside each other. Children show an awareness of routine and what is expected of them. Staff praise children for their efforts which helps to develop their confidence and resilience. For example, children demonstrate determination and perseverance as they attempt to put on their own coats for outdoor play. The gentle encouragement from staff helps children to persist in activities that at first appear difficult. Children are developing a strong sense of belonging and are self-assured.

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

• Staff know children very well. Flexible settling-in sessions provide opportunity for staff to gather information about children's existing skills and abilities. This information is used to plan for children's progress from the outset. Leaders have an extremely clear vision and understanding of what it is that they want children to learn. However, this is not always understood by staff. Some staff are less clear of the nursery's overarching curriculum intent. As such, occasionally, planning is not sufficiently focused or sequential.
• Children have plentiful opportunities to learn about the importance of leading a healthy lifestyle. Their well-being is given high regard throughout the nursery. Staff develop focused activities to support children's good mental health, that include yoga, mindfulness and daily opportunities for physical exercise. Children grow their own produce and benefit from healthy meals and snacks.
• Children are developing a strong awareness of the world around them. They frequently visit places of interest in the local community, enjoying walks, trips to the shops, visits to the local library, care home and church. Children learn about other cultures and important celebrations. These experiences broaden children's understanding and prepares them well for life in modern Britain.
• Children with special educational needs and/or disabilities (SEND) are supported well. Staff work closely with parents and other professionals to make certain that children receive the targeted support they need in a timely manner. Key information is shared and implemented to ensure a consistent approach. This good practice ensures the best possible outcomes for children with SEND.
• Children are developing an awareness of number, shape, space and measure. Staff encourage children to count aloud, talk about the shapes they make out of dough and use mathematical language such as 'more' and 'less'. As children play with water and fill containers, staff model language such as 'full' and 'empty'. These interactions and opportunities support children's growing understanding of mathematical concepts.
• Leaders support staff to effectively carry out their roles and responsibilities. Staff benefit from regular supervision discussions, staff meetings and many training opportunities. Their practice is frequently observed, and they are encouraged to reflect on and evaluate their interactions with children. Staff retention is good which contributes to the positive relationships between staff and children.
• Parent partnerships are strong and highly valued. Parents speak highly of the staff team and the progress that their children have made since attending. They feel well-informed and welcome suggestions from staff on how to support children's learning at home. This promotes continuity of care and helps to quickly address any emerging gaps in children's development.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the overarching curriculum intent and what this means in practice, so that they are clear what skills and knowledge they want children to gain during their time at nursery and how to achieve this.