Lime Tree Early Years Centre

What is it like to attend this early years setting?

Children are happy and relaxed in this welcoming nursery, and many choose to spend extended time playing outside. They are encouraged to take appropriate risks. Children are confident learners who have a go. They develop strong bonds with the caring staff. Children and parents are greeted warmly by staff as they arrive at the nursery. Children separate happily from parents. Staff and parents share handover information on each child. Transitions between rooms in the nursery are individually arranged for each child, based on their stage of development. Children behave very well. Staff remind children to use their manners and to be kind to their friends.

Children demonstrate positive attitudes towards their learning, enjoy doing things for themselves and demonstrate a can-do attitude. They self-register, recognising their names and photographs, learn to dress themselves and hang their coats on their peg. Children skilfully use knives to cut their own fruit at snack time. Staff encourage children to be inquisitive learners. Consequently, children explore the environment and choose their own play with confidence. Staff watch children closely to find out what they know and can do. They plan exciting activities to follow children's interests and support the next phase in their development. Staff understand that it is important for children to learn about differences. They plan a variety of activities to support children's understanding of other cultures. For example, children learn about festivals, different people and communities.

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

• The leadership team and staff create a curriculum with a clear intent. Staff work together to create an environment where children feel safe to play. They want children to explore freely. Staff understand that this helps children to feel confident and happy. The leadership team is committed to developing practice. They provide all staff with good opportunities for supervision and training, and frequent emotional support for their well-being to raise their job satisfaction.
• Those children who receive additional funding, particularly those with special educational needs and/or disabilities, are well supported. Managers use funding creatively to meet children's individual needs. Staff are skilled in identifying children's additional needs early. They then work effectively with a range of professionals to ensure that children make the best possible progress. Staff complete ongoing assessments of children's achievements and the required progress check when children are aged between two and three years.
• Parents are positive about the setting and staff. They comment that staff take good care of their children, and on the caring and professional team. Parents receive detailed information about their children's progress. They have daily discussions with staff and have access to an online assessment system, which they really appreciate. This helps to keep parents up to date with their children's learning.
• Staff support children to develop their speaking and listening skills. They talk to them throughout the day and encourage children to use new language. For example, at snack time, children learn to say 'milk' or 'water', as well as 'please' and 'thank you'. Staff sing to babies as they change their nappies. Children learn new words and understand what they mean. They can communicate with staff and their friends.
• Overall, staff promote children's language development. For example, they encourage younger children's language by using gestures to support understanding. Pre-school staff provide a sociable environment, where children can develop their conversational skills. However, occasionally in the toddler room, some staff do not challenge children's thinking. For example, staff do not consistently go on to ask more thought-provoking questions that help children to think more deeply.
• Overall, children learn about being healthy and are encouraged to do things for themselves. For example, children choose which snack to eat and healthy meals and snacks are provided throughout the day. Most children are encouraged to wash their hands before eating. However, on occasion, staff step in and do things for children without encouraging them to do things independently. Children are not always fully able to develop their independence skills.

What the setting must and should do next

The provider should:

• support staff to build on children's ability to think more deeply
• strengthen opportunities for all children to develop their independence and self-care skills.