Lime Tree Cossington Rd Ltd

What is it like to attend this early years setting?

Children are happy and settled in this setting. They benefit from a positive relationship with all staff. Staff provide tailored support to meet children's learning needs. Children's transitions between rooms are thoughtfully managed by staff, who promote children's feelings of emotional safety at these times. Staff provide a nurturing environment, where children feel valued and secure. Children's personal, social and emotional development is prioritised in all aspects of practice. When children become upset, staff are quick to respond, offering comfort and reassurance.

Children benefit from a skilfully planned curriculum that is designed to promote independence. For example, staff provide drink stations so that children can help themselves to water, and, for during activities, they set up paint dispensers for children to use independently. This demonstrates staff's commitment to helping children develop practical skills and confidence.

The provision for children with special educational needs and/or disabilities (SEND) is strong. Children with SEND are supported very well through inclusive, tailored strategies that meet their individual needs. All staff are aware of children's medical and dietary requirements. Healthcare plans are used effectively to ensure that children receive the support and care they require.

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

• Staff provide children with a wide range of activities to support physical development across all age groups. For example, younger children are encouraged to throw and kick a ball, which aids development of their large muscle skills. Staff provide them with dough so that they can practise using their hands and fingers to prod, pull, squeeze and squash. Older children confidently use their whole bodies to navigate obstacle courses set up in the garden. They practise balancing, climbing and jumping. Staff teach them how to do this safely.
• Staff skilfully support children's independence by encouraging choices during play and daily routines. They ask children to choose which songs to sing during circle time and support them to prepare their own snacks and serve their own meals.
• Leaders have made adaptations to the environment so all children can easily take part in daily routines. For example, bathroom sinks are fitted at different heights, allowing children to wash their hands independently, and a ramp has been fitted to promote accessibility for all children.
• Staff provide good quality, inclusive practice that supports children's learning and progress. This is aided by effective regular training and monitoring of staff's practice provided by leaders. Staff say this helps them reflect on how they meet the needs of children and that it helps enhance their knowledge and skills.
• Leaders have established effective ways of assessing children's development across the setting. This assists staff to identify what children know and can do, and what learning to provide next. This helps make sure all children make good progress.
• Partnerships with parents are strong. Staff keep parents involved in their children's achievements through daily updates. They also offer parents guidance to further support their children's development at home. Parents share a positive view of the setting. They acknowledge and praise staff for their efforts.
• Staff are positive role models. They maintain a calm attitude and model patience and problem-solving skills. For example, they encourage children to consider if they are spreading too much butter on their crackers during snack time. They support children to resolve minor disputes with minimum adult intervention. This helps children to build positive relationships with others and develop effective decision-making skills.
• Staff use a wide range of vocabulary and introduce new words when interacting with children. For example, staff use words such as 'pull', 'stretch', and 'flatten' when explaining how children can make pretend pizzas. Staff encourage children to imagine different pizza toppings, such as pepperoni. However, some staff do not always allow sufficient time for children to respond. When this happens, children do not have the chance to practise the skills needed to engage in conversation.

What the setting must and should do next

The provider should:

• enhance the quality of staff's interactions to support children's communication and language development by promoting conversation skills.