Learning Tree Nursery

What is it like to attend this early years setting?

Children thrive in an environment that successfully supports them to become confident learners. They excitedly arrive at the nursery, ready to begin their day. Children's love of sensory play is actively encouraged in the nursery. For example, young babies play with dollies in the water tray. They use sponges, creams and soap to clean the dollies, taking care of them. Staff effectively model ways in which children can use the sponges to soak up water. They encourage them to explore and try different techniques.

Staff develop close relationships with children, helping them to feel safe and secure. Children's individual needs and views are always taken into consideration, such as when settling into the nursery or transitioning between rooms. Children who require extra time or show preference between staff are actively encouraged to express this, and their needs are met.

Children's behaviour is exemplary. Children understand behaviour expectations across the nursery. In the baby room, staff talk to children about how to sit on chairs safely to avoid climbing. In the pre-school room children safely climb down the stairs using the handrail. This supports the nursery to be a safe environment for children, where they can explore independently.

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

• All children make good progress in their learning and development, including those children with special educational needs and/or disabilities. The manager and her team are passionate about giving children the best possible start in their education. Staff observe children as they play and interact with them well. However, at times, staff are too quick to solve problems for children. This sometimes prevents them from fully extending their critical thinking skills.
• The nursery staff teach children about the importance of leading a healthy lifestyle. As part of a local initiative, staff have created an allotment within the garden. The nursery cook uses the produce the children grow in their meals. Children pick pea pods. They learn how to open the pods and empty the peas out into a bowl for lunch. Staff encourage children to guess the number of peas in each pod, before they try them and talk about how they taste.
• Children access the garden area daily, developing their physical skills. They enjoy climbing on the frames and balancing on the raised stumps. Children use chalk to make large shapes and patterns on the ground, developing their shoulder muscles. Children enjoy exploring the bubble wands, making new mixtures and working out different ways to create bubbles. They delight as they chase the bubbles round the garden with their friends.
• A successful school readiness programme is in place in the pre-school to support children's transitions. Children carry out tasks independently. For example, they get themselves ready to go outside and serve themselves dinner. Teachers from the local school visit the nursery. This helps children to make relationships with their new teachers.
• Children's language development is prioritised by staff. They model the correct pronunciation of words and repeat sentences back to children. Staff narrate the day to the youngest children exposing them to a range of words and phrases.
• Parents partnerships are an integral part of the nursery and staff and parents work closely together. Staff create unique ideas for parents to complete at home, building on what they have already learned. Parents speak very highly of the nursery and the experiences their children gain. They are given regular updates of their children's progress and comment on how well staff know and support their children's development.
• The manager recognises that she has a relatively new staff team and is supporting them well. They have regular meetings to discuss progress and training opportunities. The manager uses formal and informal observations to provide practical support, using staff's strengths to support each other. Staff talk of the positive support they receive from the manager.

What the setting must and should do next

The provider should:

• allow children more time to work out things for themselves to help further develop their critical thinking skills.