Linden Tree Nursery School

What is it like to attend this early years setting?

Children's individuality is valued, as staff know the children's individual needs and interests well and celebrate achievements. Leaders are ambitious for what they would like the children to be able to do. Children practise self-serving and cutting fruit, which develops their independence skills. As a result, children are ready for the next stage in their learning journey.

Children engage with the world around them and feel part of the community. They visit their local parks, which parents comment is an activity they love. Younger children share mealtimes with the older children. They are confident to communicate with each other and care for one another. For example, children ensure their friends have their belongings and involve each other in play. This supports the children's social development as they build relationships with their peers.

Children have positive attitudes and work together to resolve conflict. Staff ensure children know the behavioural expectations, as they remind them to use their 'kind hands'. Children use timers in their play to support turn taking as role modelled by staff. This builds on the child's self-esteem, and children feel happy and secure in the nursery, as they know what is expected of them.

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

• The nursery team builds open and honest relationships with parents and carers. Staff know that parents are important to children's well-being and development. The manager leads by example, and children's needs are at the forefront of discussions with parents. As a result, parents feel supported with any changes in their lives, such as preparing children for their new sibling.
• Leaders have clear expectations for communication and language development. Throughout the nursery, staff immerse children in songs and books. Toddlers get active as they take part in action songs. Pre-school children select books to look at by themselves or with their friends, and together they experiment with making their own songs. For children who need additional support, staff use visual aids alongside words and extend activities to support physical needs. This develops the children's love of reading and extends their range of vocabulary.
• However, leaders need to develop staff's teaching with early literacy skills. Staff do not always consider the way they teach phonics, which can be confusing for the children.
• Staff use sensory experiences to develop language and for children to explore their bodies. For example, staff encourage babies and toddlers to smell their fruit at snack time. In pre-school, children move objects around their body while staff name the body parts. This helps children to develop self-awareness as they explore the world around them. Staff are confident to follow the children's lead during activities. For example, babies instigate exploring flour on the floor and walking through it. Staff narrate as children explore. This supports communication and language development and values the child's individuality.
• Children learn about the importance of looking after themselves. Staff encourage them to drink water 'to stay hydrated'. Staff support children in brushing their teeth by using hand over hand to model how to brush. Staff extend children's learning, as they discuss textures and taste as they brush.
• Children engage in learning throughout the day. However, during transitions, children can become distracted. For example, during mealtimes, children wait around as tables are set or food is served. This is an area that leaders have begun to provide support for.
• Staff use mathematical language with all children. Staff model the counting of musical instruments with babies while singing. Pre-school children explore and solve problems as staff ask how many more blocks they need. As a result, children talk about the tall structures they are making with the inspector. This demonstrates that children are learning to use mathematical language correctly in their play.
• Leaders have high expectations and a clear vision for the staff team. They are aware of what staff are doing well, including their knowledge of each child's needs. Leaders support new staff in gaining their level 3 qualification, and staff are active in their ongoing training to develop their skills. Staff benefit from peer-on-peer support or attending training. As a result, they are clear on how to develop their day-to-day practice.

What the setting must and should do next

The provider should:

• support staff to develop their teaching techniques in early literacy skills
• continue to improve transitions having a positive effect on children's learning.