Lime Tree Nursery (Eastwood)

What is it like to attend this early years setting?

Children demonstrate that they enjoy their time spent at nursery. Staff greet children with warm smiles and encouragement. They help children to recognise their feelings and emotions. When children occasionally struggle to regulate their behaviour, staff step in swiftly to offer support and cuddles. Children show that they feel safe in the staff's care. For example, they snuggle in when sharing stories, and seek staff out for reassurance. Their emotional well-being is supported very effectively.

The development of children's communication and language skills is given high priority. Staff make good use of songs and stories to encourage children to practise speaking. They use sign language and pictorial props to further support children who speak English as an additional language. Consequently, children quickly make progress with their understanding and speaking of English.

Children enjoy outdoor play and being physically active. Staff encourage children to take age-appropriate risks, such as by climbing wooden frames and balancing on tyres and logs. Children relish the sense of achievement when they complete tricky tasks. This builds children's confidence and teaches them about their capabilities.

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

• The curriculum builds on what children know and can do as they progress through the nursery. The leadership team is fully committed to continually developing effective practice. They innovatively develop training and development opportunities to further increase staff knowledge and skills. Staff have good opportunities for supervision. Leaders recognise the importance of valuing staff's well-being. Staff say that they enjoy working at the nursery and feel well supported by managers.
• Children can freely choose to spend time inside or in the outdoor learning areas. On the whole, staff plan a wide variety of activities for children to access. However, some children wander around and struggle to settle at activities. Staff do not consistently encourage them to fully explore and persevere with the activities. Some children concentrate for very limited times, which impacts on their learning.
• Staff act as good role models for children. They are kind and approachable and provide a calm environment for children. Children listen well, follow instructions during activities, and are kind and considerate towards each other.
• Staff work well with parents and share information with them about their children's learning and development. They have access to children's observations at home through an online app. Parents confirm that their children enjoy attending and achieve well. Parents appreciate the good support that their children receive from this friendly and approachable staff team.
• The manager and staff regularly monitor children's progress and work well with other professionals who are involved in children's care. They implement targeted support for children with special educational needs and/or disabilities. All children make good progress from their starting points in learning and are well prepared for the next stage in their development.
• Children learn about good hygiene routines and healthy food choices. For example, they understand the importance of washing their hands before mealtimes, confidently pour their own drinks, and cut up their fruit at snack times.
• Children benefit from regular opportunities to exert themselves in the well-resourced outdoor areas. They also take part in extra-curricular activities, including rugby tots, multi-sports, and sing and sign.
• The special educational needs coordinator is clear about her role. When children need additional support with an area of development, staff work closely with external agencies and follow plans.
• Children develop key skills to help them with their learning and development. Staff teach children self-help skills. This helps them to progress to the next stage of their learning and supports their school readiness.
• Children learn about cultural events that take place throughout the year. They see positive images of people from differing cultural backgrounds and with different abilities through resources and books.

What the setting must and should do next

The provider should:

• review how activities are organised to ensure that all children can fully engage in their learning.