Little Achievers Urban Forest School Nursery

What is it like to attend this early years setting?

Children arrive at nursery excited for their day ahead. They are greeted by friendly staff. Children feel safe and secure and are welcomed into nursery by their key person. Children understand the expectations of them and are familiar with the routines. They follow instructions and remind each other of them.

Positive behaviour is encouraged throughout the setting. Staff remind children of their manners and demonstrate how to use resources correctly. Children play alongside each other, sharing and taking turns. They show high levels of involvement throughout the various activities on offer. For example, children enjoy squeezing paint onto a tray and using flowers to make patterns. Staff introduce words such as 'swirly' and 'rose petals' and ask what patterns the children could make. Children really enjoy experimenting and use the flowers and their hands to make patterns.

Staff provide activities for children based on their current interests. For example, children enjoy playing and talking about their recent holidays. They use dolls to swim in the 'pool' and use scoops to fill containers to make sandcastles. Staff provide opportunities for conversations about children's holidays in order to share their experiences with their peers. As a result, children develop their knowledge and understanding of the world.

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

• Leaders and managers have a clear vision of what they want children to learn to make the best possible progress. Regular supervisions are held to help staff to reflect on their practice and agree areas for development, including training opportunities. However, at times, teaching is not always as sharp as it could be. For example, children count how many times they roll cars down the ramps, and they repeat this pattern of play. However, staff do not then enhance and extend children's learning further. As a result, children are not consistently challenged to make the very best possible progress.
• Communication and language are supported effectively throughout the nursery. Staff get down to children's level when speaking to them. They listen to children and respond positively. For example, when children ask if they can paint, staff talk to them about the colours they select and introduce new words to help to extend children's vocabulary. The children enjoy making marks with brushes and their hands.
• In the main, the curriculum is understood by staff who provide various planned activities for children. Staff also encourage children to explore the environments and they use children's interests to encourage them to participate. As a result, children love being imaginative and enjoy physical play outdoors. They enjoy following their interests and are engaged, for example, when creating artwork and digging in the sand.
• Parent partnerships are good. Parents talk about how settled their children are and about the support they receive from the nursery. Newsletters and notice boards provide information for families too. The nursery recently implemented an electronic app system to share information with parents about their children.
• Children learn about the world around them as they explore the resources on offer and engage in a range of activities. For example, children dress up in headscarves and proudly show them off. They say they are dressed like their 'mummy'. Children discuss between themselves the different things their parents wear. Consequently, children are learning about similarities and differences and what makes them unique.
• Children enjoy healthy snacks and meals. They confidently choose which fruit they would like. Children help staff to pour their drinks and they use cutlery independently. Fresh drinking water is available throughout the day for children to access independently.
• Staff identify where children might need additional support and put plans in place to help them to achieve. Staff work closely with parents and other professionals in order to ensure each child, including those with special educational needs and/or disabilities, makes good progress from their starting point.

What the setting must and should do next

The provider should:

• support staff to consistently use opportunities to build on what children know and can do as they arise during children's self-chosen play.