Little Green Rascals Haxby

What is it like to attend this early years setting?

Children happily arrive at the nursery. They are greeted warmly by their key person, then quickly settle confidently into the routine of the nursery. The nursery environment inspires awe and wonder, bringing the outside in. Children explore and participate in stimulating well thought out activities. For example, children learn about the life cycle of a butterfly. They delight in watching them turn from caterpillars into butterflies. Staff build on this experience and introduce the children to frog spawn. Children observe and learn as the life cycle of the frog develops. 'They kept jumping out', a child tells the inspector. Staff support the children to release frogs into the local pond.

The curriculum is expertly constructed to spark children's interests. Children are building on what they already know and can do. For instance, when children are building in the garden, children explain that they need to mix the sand and water to make the bricks stick. They refer to house plans and pictures to determine where they are putting doors. They use their tools to measure and plan their building.

Staff encourage children to be independent. Children pour their own drinks. They serve themselves at lunch time, taking turns to pass around the serving dishes. Children continue to develop their independence by changing into their physical education kit ready to take part in yoga classes.

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

• Children are confident communicators from an early age. Babies are taught Makaton sign language, which continues throughout the nursery. This helps them to communicate their needs and wants. For example, babies are able to tell staff when they are hungry or want a drink. Communication and language is a high priority. The nursery has a designated staff member that promotes the development of language through music, songs and stories. Babies are seen bouncing up and down with the music, while older children act out the story of 'Super Worm' in the mud with dough.
• The curriculum is expertly constructed to build on what children have already learned. Staff quickly identify where children need support and guidance. They plan meaningful activities to close any learning gaps. As a result, children, including those with special educational needs and/or disabilities, make excellent progress in their learning and development.
• Careful consideration is given to the type of mathematical resources and equipment that staff provide. The curriculum for mathematics is evident in all the children's learning. Babies sing 'Five Little Ducks'. The toddlers are telling the story of the 'Three Little Pigs', while in pre-school children are sorting and ordering wooden number blocks. Children are confident using number, size and quantity in their play.
• Children benefit from a highly effective key-person system. Staff know the children exceptionally well. Staff encourage children to keep on trying and having a go, by saying 'I believe you can'. This builds confidence in the children. Staff model good manners and kindness to the children. As a result, children show high levels of respect to others, have excellent manners and are resilient learners. For example, children take turns to prepare tables for lunch. They choose who they would like to sit with and prepare the table for their friends.
• Protecting the environment plays an important role in the setting's curriculum and ethos. Management go to great lengths to ensure food and products are organic and sustainable. Children show a great sensitivity to environmental issues, such as animal extinction. For example, children use a small hammer and chisel to excavate dinosaur bones from a plaster block. They discuss and examine what fossils are, then link these to animals that are now extinct. Children comment how sad it would be if we had no rhinoceroses left.
• The provider and staff have an excellent relationship with the parents. They are kept up to date via a parent application and a private social media page. Daily information is shared between parents and the setting. Parents know and understand what their child's developmental next step is and how to support this at home. For example, a parent requests information via the application on how to support their child's communication development.
• The provider understands the importance of supporting staff's well-being. Information to support anxiety relief and activities to support staff's well-being are offered to all staff. Staff have regular supervision meetings. This ensures staff have the opportunity to seek guidance and advice from the manager. Any training needs that staff may have or want are addressed. A comprehensive training plan is in place. This ensures that staff have an excellent knowledge in early years policy and practice. For example, staff take part in two days of training before starting at the setting. Staff must complete all required procedures to ensure children are safe, secure and well cared for.