Little Green Forest Day Nursery

What is it like to attend this early years setting?

Children are secure, confident and happy at this family-run nursery. Staff value each child and take time to find out about their interests, which they reflect in activities. Staff have high expectations of children. Babies settle well. Staff find out about babies sleep routines, likes and dislikes. The curriculum is well organised, and children make good progress. They learn good creative skills. For instance, children enjoy making wheel prints with paint and explore different tools and materials to draw pictures. They use a range of musical instruments to discover different sounds and rhythms. Children learn about differences. For example, staff teach children about different types of family compositions through books and toys. They explain and celebrate special holy events with children, such as Diwali and Eid.

Children act with care and caution. Staff teach children about road safety in imaginative ways. For example, they set up a pretend road and pelican crossing in the outdoor area. Children practise how to cross the road safely. Staff teach children how to use scissors with care. Children learn to share and to take turns well, such as when they take turns to add and stir ingredients while making dough. They learn useful skills in preparation for school.

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

• Children gain good mathematical skills. For instance, staff count the number of elephants in a story with children and sing a variety of number rhymes and songs. They teach children about size and shape by using a wider range of mathematical language.
• Children learn to do things for themselves. They serve themselves food at lunchtime, pour their own drinks and learn to put on their coats and shoes. Babies learn to feed themselves. All children help to tidy up at end of play sessions.
• Children learn about the world around them. Staff take children on hunts for minibeasts in the garden and teach them about how they live. Staff plant and grow seeds with children and explain how things grow.
• Staff teach children good communication, language and literacy skills in innovative ways. For example, staff dress up as story characters to read stories to children who are highly engaged. Children re-enact stories for themselves using props. They sing action rhymes and songs, where children learn new words.
• Children behave in positive ways. Staff share group rules with children and use praise and reward positive behaviour. They are consistent and fair in their approach.
• The manager provides good support to staff. She observes and talks to staff regularly about their work to build improvement. The manager provides meals and treats for staff to show appreciation and promote positive well-being. The manager is committed to the development of staff skills and knowledge. For instance, staff have attended various courses, including a course on autism spectrum disorder awareness, which led to greater understanding in this area.
• The manager evaluates all aspects of the nursery and sets clear goals for improvement. For example, she plans to develop the outdoor area further to promote best outcomes for children under two years of age.
• Staff work successfully with parents. They keep parents well informed of children's progress in a range of effective ways. Staff help parents to support their children's learning. For example, they signpost parents to community workshops on supporting children's language skills.
• The manager ensures that children have healthy routines. A nursery cook provides fresh, appetising and nutritious meals and snacks, which meet any special dietary needs. Staff provide daily opportunities for children to get fresh air and take part in physical activities, which includes climbing, running and jumping.
• Staff teach children good oral hygiene awareness. They organise creative activities and read stories to children to promote an understanding of how to keep their teeth and gums healthy.
• Overall, staff interact well with children. At times, staff miss opportunities to further their thinking, ideas and problem-solving during play.
• The way that lunchtime is organised means that children wait a long time to eat their meals and sometimes become unsettled.

What the setting must and should do next

The provider should:

• make the most of opportunities to develop children's problem-solving skills further
• review lunchtime routines to ensure that children do not have to wait for their meals, to promote children's personal and social development further.