Lime Tree Nursery

What is it like to attend this early years setting?

Children show they are very happy and enthusiastic to enter the nursery and talk about how much they love to attend. They have a strong and secure bond with staff, who are nurturing and value each child as unique. Children are confident, inquisitive and show a real desire to learn. Children have respectful and kind friendships with other children and staff. They make friends, share and take turns. They follow their interests and independently choose resources to aid all areas of their learning. Children concentrate and engage in their play for extended periods of time. They approach their learning with curiosity and interest, solving their own problems.

Older children's language is well developed. They speak about lots of different topics with their friends. Children with English as an additional language speak well in their home language and English. Staff are bilingual and use this to aid communication with children and parents. Children learn about different occupations, faiths and celebrations. They enjoy visits from a fire engine, a police officer and a trip to their local library. They play with resources from their local dentist. Children are proud to show pictures of the celebrations they have at home, which parents share with staff on an interactive app.

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

• Leadership ensures they provide high levels of care and education. They are reflective in their policies and procedures. They swiftly identify any children who need additional support, including those with special educational needs and/or disabilities. They train their staff to give them good knowledge of their statutory duties. They show a passion for supporting the well-being of their team, parents and children. Leaders strive to create 'an open and supportive family environment'.
• Staff are knowledgeable about children's development. They ensure resources which cover all areas of learning are available. Staff create a stimulating environment that allows children to curiously approach new experiences. Children progress well in all seven areas of learning and become independent learners. However, staff are not always clear about the learning intentions of activities to fully promote children's learning.
• Babies explore different textures through sensory play. They scoop rice into yoghurt pots to shake. They shake soft scarves and use bags of salt, cereal and crackers to make different sounds. Toddlers sit at the table together to try new food, using spoons and forks to feed themselves. Older children use their curiosity to mix potions in the mud kitchen. They 'cook' all their discoveries to make 'spicy soup' and 'curry', stirring leaves and mud and pouring water from a watering can. However, staff do not consistently extend learning opportunities to develop children's learning further.
• Children use their language to aid them in their learning. They can articulate well, listening and responding to instruction. Children develop mathematical concepts and use these throughout the day. For example, they count how many play dough shapes they make. Children show progress in their writing skills by writing their name, numbers and drawing pictures of their family. Older children become school ready.
• Behaviour and attitudes of children are good and staff have high expectations for children's behaviour. Children follow instruction well and regulate their feelings and behaviour often. Children share, take turns and respect one another. They can see they have an impact on others and use steps to resolve the issues they face. Children have a thirst for knowledge and have good attitudes in their learning. They learn through curiosity and engage in their own play. They take pride in their achievements.
• Parents are happy with the progress and achievements their children have made. They feel supported and think their children are ready for school. They state that the staff engage well with parents, signposting them to help when needed. Leaders create a respectful culture for all children, staff and parents.

What the setting must and should do next

The provider should:

• support staff to enable them to understand how to extend activities to fully promote children's learning
• help staff to understand what they want children to learn from activities and how to implement this into their practice.