MayGardens Little Learners

What is it like to attend this early years setting?

Children are excited to explore this incredibly stimulating nursery environment. Staff work extremely hard to plan a curriculum that has clear purpose and that is personalised to children's individual learning needs. All staff know children well and offer them high levels of support as they engage in all the activities on offer. Children demonstrate that they are fully focused on the learning on offer. They are making exceptional progress when working towards meeting their individual milestones.

Staff fully understand the importance of ensuring that children feel emotionally secure at nursery. Children have clear, strong bonds with staff, whose level of nurture for the children in their care is commendable. Children enjoy the calm atmosphere of the sensory room where they can feel a range of textures under their feet, listen to music and pat and move small balls as they explore the light station. Children show high levels of respect for each other as they take turns and play together. Children respond well to the calm and respectful way that staff engage with them and enjoy their continuous praise.

Staff ensure that children are always engaged in movement to support their physical development. Circle times involve clapping hands, tapping knees, marching and stamping feet. The inside climbing area provides opportunities to climb over and under equipment. Staff support children in the garden to learn the techniques to swing, kick large balls, move in and out of tyres, and climb and slide down slides.

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

• Staff use role-play experiences to support children to learn about their local community. They guide them as they progress through the nursery and enjoy visiting their library, train station, GP practice and post office. Children show deep levels of engagement in these real-life experiences on offer to explore. Staff engage them in language-rich conversations as they self-select a range of real items to purchase in the role-play shop, unload their trollies, pay for their shopping and then place it in small bags. This supports children's knowledge and understanding of the world and their communication and language skills.
• Children are fully aware of staff's expectations for their behaviour and they behave exceptionally well. They follow the clear nursery routines for tidying away after playing, dressing themselves for outdoor play and in using their manners during mealtimes. Staff model how to deal with any disputes that occur and teach children the importance of sharing. Staff show a passion for teaching children to show respect for one another. This is evident in the way they speak to children and how children respond.
• Staff fully understand how and when to support children as they problem-solve. For example, they offer advice as children construct their houses using a range of different shapes. They support them as they explore which of the different-sized cars fit through the tunnel. Staff provide them with the mathematical language for the different shapes and support them in understanding the language of size.
• Children fully understand where their food comes from as they are provided with a range of growing opportunities throughout the year. They plant basil and pumpkin seeds and use these to cook with in the mud kitchen. They are supported exceptionally well in understanding the importance of healthy eating. Children are exposed to daily opportunities to try a range of whole fruits and vegetables during snack times. Staff support them in learning the names of what is on offer. They encourage children to try to talk about the different textures and tastes and their likes and dislikes. The nursery chef shares children's favourite recipes with parents, so these healthy cooked meals can also be enjoyed at home.
• Parents speak highly of the nursery. They feel that they are valued and listened to and fully involved in their children's learning. They are grateful for the emotional support and can see huge progress in their children's confidence and social skills. They are regularly invited to discuss their children's progress and are offered ideas to help at home. They feel that their children are fully prepared for their next stages, including starting school.
• Leaders are passionate about all children achieving their full potential. Staff are given personalised and tailored training. They talk confidently about how this has impacted greatly on their practice. The rigorous assessment and evaluation of each child's progress and extensive partnership working ensures that all children make exceptional progress.