Little Achievers Forest School Nursery

What is it like to attend this early years setting?

Staff have lovely relationships with children and a good understanding of their individual needs. They get to know new babies well and offer an abundance of care and reassurance. This helps children to feel happy and emotionally secure. Staff teach children about the rules and boundaries at nursery and model good manners. Children instinctively respond with 'you are welcome' when staff thank them. They demonstrate kind and friendly behaviour, sharing resources and taking turns with their friends. Staff teach children how to listen to one another when there is conflict and help them to explain their feelings. Children behave well and are beginning to recognise how their behaviour effects their friends.

Overall, staff provide all children with an ambitious curriculum. Children's literacy development is particularly well promoted. Babies explore textured books and hear staff use descriptive words, such as 'soft' and 'rough'. Toddlers learn the meaning of interesting words, such as 'jig' as staff talk to them about familiar stories. Pre-school children bring their book of the week to life by role playing different scenes. They recite phrases, such as 'not by the hair on my chinny chin chin' and confidently remember the beginning, middle and end of the story. Children demonstrate excellent recall and comprehension. They are developing some important skills and knowledge in preparation for school.

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

• Leaders consider children's prior learning and experiences when planning their curriculum. They know how to adapt the curriculum to further support most-able children and those who need additional support. However, the implementation of the curriculum is less consistent for younger children than it is for older children. This means that at times, younger children are not fully supported to extend their skills, which hinders their engagement and attitude to learning.
• The procedures for identifying and supporting children with special educational needs and/or disabilities (SEND) are well embedded. Staff use observations and assessments to identify when children are at risk of falling behind. They introduce targeted learning plans, which leaders monitor every half term. This ensures that referrals for support from outside agencies is made swiftly. Children with SEND make progress from their unique starting points.
• Communication and language development is promoted well. Staff use a range of new words to extend children's vocabulary. They explain the meaning of the word 'sturdy' and refer to structures children have made for context. Children copy words, such as excavator and comment, 'this digs mud and moves it'. They are keen and eager to share their views and opinions. By the time children move through to the pre-school room, they are confident and fluent communicators.
• Children are eager and motivated to take part in dough activities. Younger children learn how to make playdough using different ingredients. Older children concentrate intently as they manipulate dough to form small balls and learn that these are called 'spheres'. They use words, such as 'squeeze' and 'mash' to describe what they are doing. This helps children to strengthen their small finger muscles in preparation for early writing.
• Overall, staff are beginning to teach children about some of the things that contribute to a healthy lifestyle. They discuss healthy foods and teach children about the impact of too much sugar on the body. Children have daily physical exercise and learn about good oral health. However, there are occasions when staff do not model good hygiene routines, such as washing their hands after wiping children's noses. This does not give children consistent messages about health and self-care.
• Staff promote children's physical development well. Younger children learn to balance and climb confidently in the outdoor area. Staff support children to learn how to ride the scooters by pushing with one leg. Older children skilfully dig using the sit-on digger. They show resilience and determination as they carefully coordinate their arms to pick up and tip out sand from the bucket. Children demonstrate good strength and physical skills.
• Staff are happy and feel supported in their roles. New staff receive a thorough induction and regular well-being checks. Staff access professional development opportunities, such as training. Leaders have implemented new procedures for the coaching and mentoring of staff. However, they are still in their infancy and consequently there are some inconsistencies in the quality of interactions between staff and children.

What the setting must and should do next

The provider should:

• support staff to implement leaders' curriculum intentions more consistently with younger children
• encourage staff to model consistent hygiene routines to teach children about good health and self-care
• strengthen the procedures for coaching and mentoring staff to provide more consistency in the quality of interactions.