Little Acorns

What is it like to attend this early years setting?

Children are happy at this fun and friendly nursery. They arrive smiling and are welcomed warmly by the staff who know each child well. The boundless enthusiasm of the staff motivates children to learn. Staff talk to children in a way that fills them with confidence and extends their learning even further. Children's behaviour is good, and this contributes to a purposeful learning environment where everyone can join in. Children form close attachments to staff, which helps children to feel secure and valued.

The curriculum is ambitious for every child. Children are encouraged to follow their own interests, and staff support children to learn by discovering things for themselves. Children look at natural materials under magnifying glasses and talk about what they see. Staff monitor children's progress and deliver a challenging curriculum, which supports children to make progress in all areas of their learning.

Staff have a good understanding of how to keep children safe. They also encourage children to keep themselves healthy. Staff use what happens each day to create teaching moments, which helps to put children's learning into context. For example, children learn how the mushrooms that grow in the garden may make them ill. They also learn about road safety as they venture on frequent trips in the local area.

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

• A broad and interesting curriculum is delivered effectively. All staff have a good understanding of what they want children to learn and tailor activities to meet the needs of their key children. All children are supported to learn at their own pace. This helps them to make good progress.
• Staff have high-quality interactions with children. They support children to think for themselves by asking open-ended questions and engaging children in discussions. For example, staff ask children what they think might happen as they add paint to the jelly in a messy play activity. As a result, children are motivated to think and communicate their ideas with enthusiasm.
• Staff provide activities that help children to make meaningful links in their learning. For example, as children learn about autumn, they find out about field mice in the garden and learn about the life cycle of acorns. Consequently, children remember what they learn and are ready to build upon their knowledge even further.
• Staff create a positive learning environment that supports the delivery of the curriculum. Children practise mark making as they write tickets for the bus in the role-play area. Outdoors, children practise their listening skills as they follow directions and move around the garden in different ways. Children also learn new vocabulary as they listen to engaging stories and rhymes. Children benefit from these meaningful learning experiences.
• Staff provide lots of opportunities to promote children's independence. Children are supported to meet ambitious goals at mealtimes as they serve themselves, carry their own trays and pour their own drinks. Children explain what they have chosen and clear the table after eating. They feel proud of their achievements and grow in confidence.
• Staff help children to understand the communities and cultures they come from. For example, children visit local farms and learn about people that help them with a visit from the local police. However, staff do not provide opportunities for children to actively learn about cultures and communities that are different from their own. This does not teach children to understand and appreciate diversity.
• Staff establish effective partnerships with children's families. They share assessments of children's learning and provide parents with ideas to extend their children's learning at home. Parents, grandparents and siblings join the nursery on trips and there is a sense of community. Staff understand the challenges families face and support them to gain the best outcomes for children.
• Leaders provide effective support for their staff. There is a shared culture of constant improvement and maintaining high standards. Leaders value staff's individual strengths and provide opportunities for staff to attend regular training in their area of expertise. As a result, staff feel valued and carry out their work with enthusiasm and pride. This is evident in the good standard of practice delivered to children.

What the setting must and should do next

The provider should:

• support children to learn about cultures and communities other than their own.