Manor House Kindergarten Nursery

What is it like to attend this early years setting?

Children are nurtured by dedicated staff in this inviting forest school setting. Staff prioritise children's emotional well-being to ensure that they gently get used to the implemented routines and facilities. For example, staff work with parents and new children, to find out about their interests and what makes them feel happy and nervous. They ensure that they understand what makes the child feel comfortable and settled when exploring the large natural environment. Younger children learn to become confident among an enriching and more enclosed area, before transitioning to the forest school space. Staff have high expectations for all children and encourage them to further their independence. This helps children develop into curious learners.

Staff provide a variety of well-planned activities to form a highly stimulating curriculum. They praise children's achievements and support their behaviour in positive ways. For example, staff have implemented a 'waiting bench' to teach children that they can take turns in a considerate way. Children learn safety awareness as they learn the rules and boundaries in place. They investigate with their peers, discovering how to manage their own risks during play.

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

• Staff ensure that all children, including those with special educational needs and/or disabilities, gain a firm understanding of the world. For example, they take children on walks around the forest and to the on-site farm. Children save their fruit and vegetable peelings, to share with the pigs, goats and chickens. They learn how to take care of living things, as well as gaining an excellent knowledge of a variety of trees, insects and birds. This high-order vocabulary helps children to enrich their understanding and use of language. Children become excellent talkers from a very young age.
• The setting has introduced a new 'baby barn' providing care for very young children. Although this is still a very new provision, staff have implemented a welcoming space that caters for babies and toddlers. Children explore engaging resources that appeal to their age and stage of development. Overall, staff work well as a team. However, occasionally staff are not always readily available to support each other when needed. This impacts on the smooth running of the setting and the support children receive at these times.
• The nursery curriculum focuses on developing children's literacy skills. As a part of this, staff encourage children of all ages to develop a love of books and stories. They ensure that books are read to small groups of children throughout the day. Staff read in interesting and engaging voices, and children enjoy joining in on the parts they know. Additionally, external teachers are used to promote children's imagination and creativity. For example, children learn how to play musical instruments and sings songs from other countries. Children become aware of not only their own community, but that of the wider world.
• All children receive support to improve their physical development. For example, babies and toddlers learn to crawl, cruise and walk in safe open spaces. Older children build confidence using equipment designed to get higher and more challenging. Children thrive as they move through these stages of progress. They demonstrate balance and agility as they negotiate the natural obstacle course.
• Staff have developed strong partnerships with parents. They share information regularly and parents explain that they feel well informed about children's learning and progress. However, where children attend other early years settings, communication about their development is not yet robust. This means that, at times, children do not consistently benefit from a shared approach to their learning.
• Leaders and staff demonstrate a strong commitment to continuous improvement through regular staff meetings and supervisions. They participate in training and conduct their own research to develop their skills, to enhance children's experiences even further. Leaders are reflective of the provision they offer and are constantly evolving and adapting the setting to ensure that a high quality of care and education are received by all.

What the setting must and should do next

The provider should:

• strengthen staff deployment and staff team working even further to ensure all children's learning and care is supported to the highest possible levels
• strengthen partnerships with other settings that children attend, to promote a consistency of approach in children's learning and development.