Little Green Day Nursery

What is it like to attend this early years setting?

Children develop well and are supported by enthusiastic, caring and dedicated staff. Children follow routines and respond well to instructions and directions. They listen carefully and their behaviour is good. The intent and impact of the curriculum is clear. Staff support children who speak English as an additional language well, providing translated key words and sign language. They also support children with special educational needs and/or disabilities (SEND) using Makaton and objects of reference. Children feel included and valued.

The outdoor areas include natural surroundings with trees, a mud kitchen, logs to sit on and wooden climbing frames. These areas are extremely well thought out to accommodate different ages and children's interests. Children are happy and engaged when playing outdoors. Staff have developed robust settling-in procedures to support transitions for children starting the at the nursery or moving between rooms. Leaders take a flexible approach and stagger transition for children who need extra time and support. Parents are invited to information evenings prior to their child starting. Leaders and staff have carefully planned a school-readiness programme to support children in the pre-school room with developing skills and meeting new teachers, and to help prepare them for change.

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

• Overall, staff promote communication and language well. For example, children enjoy daily singing, rhymes and stories. Staff model age-appropriate language and provide a running commentary. However, staff do not always give children enough time to answer questions and process new words. This means children's communication skills are not consistently promoted to the highest level.
• There are strong relationships between children, staff and parents. This reflects a positive and respectful culture. Children approach staff for comfort and praise. For example, when tired babies reach out for their key person, they are gently soothed to sleep. Staff understand and provide high levels of care for children's individual needs.
• Parent partnerships are strong. They know their child's key person, and the nursery uses online platforms and an open-door policy to successfully keep parents up to date on their child's next steps. This promotes effective information sharing and a consistency of care for children.
• Leaders support staff well. They identify training needs and reward staff performance. This means that staff well-being is high and they feel supported by leaders. As a result, staff create a happy and caring environment for children.
• Changes during COVID-19 included parents being met at the door and staff bringing children in and out of the nursery. This has continued and promotes independence. Parents are welcome to enter should they wish to. Parent information evenings help families and children with the move on to school and adapting to change during transitions.
• Children behave well and show respect for resources, the environment and each other. Children engage in a variety of activities such as leaf printing and role play with puppets and props. However, resources do not consistently offer a wide range of opportunities for children to explore real-life enhancements during their play. For example, children use interactive resources which do not have batteries and make 'pumpkin soup' with a plastic pumpkin instead of a real one. This does not consistently ensure that children are given the very best opportunities to support their learning.
• The nursery cook offers a variety of healthy food. She also encourages the children to plant and grow their own produce in the pre-school allotment, which they then pick and eat. Children are taught to self-serve and given special mealtime helper roles, developing their independence beautifully. Toothbrushing and oral hygiene are implemented daily from a young age, embedding good practice. Children are developing an awareness of self-care.
• Staff identify gaps in children's learning. They know their key children's next steps and current development. Their knowledge of children with SEND is thorough. They identify children's needs early and quickly provide any support needed. They keep parents informed of their child's development and welcome parent input when assessing children's needs. This promotes a consistent approach for children's care.
• Children develop an understanding of the wider world. For example, they go on trips to the local park and library. This allows children to meet people in the local community and helps prepare them for life in modern Britain.

What the setting must and should do next

The provider should:

• ensure that language is consistently and correctly modelled, and allow children time to think and process information, to further develop their communication skills
• provide opportunities for children to explore real-life experiences through their play.