Miracle Gardens Nursery

What is it like to attend this early years setting?

Children happily arrive at the setting and quickly settle, making confident choices throughout the day. Children new to the nursery settle well with the help of their key person, and they are comforted when needed. Children feel safe and cared for, often approaching staff for cuddles and to share experiences, such as noticing the sun in the garden or choosing their favourite stories to read. The curriculum prioritises communication and language because most children speak English as an additional language. Staff model new words in play and stories, and children begin to use new vocabulary with growing confidence.

Children behave well and follow routines, such as helping to tidy up and joining their morning 'welcome time'. Children play alongside one another well, and staff support social skills such as sharing and waiting their turn. The provision has an ongoing focus on the natural world, and children have access to a growing patch in the garden where they grow a range of vegetables and plants. Staff discuss healthy eating with children at mealtimes and, using the group's interest in the growing patch, help them make links between fresh produce and good nutrition.

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

• Children behave well, and they follow routines such as tidy-up time and putting their personal belongings away in the morning. Staff encourage children to share, and, as a result, children play well together.
• Partnerships with parents are strong and positive. They are involved in events such as reading sessions and Easter parades. Parents positively comment on their experiences overall with the setting and their children's progress.
• Leaders have an effective induction and training process, and new staff comment that they feel supported in their professional development. Leaders work with the local authority to provide guidance on relevant training and learning opportunities.
• Children build strong relationships with staff and their key people, which encourages new children to settle well and seek comfort, helping them feel safe and secure.
• Staff know children's interests and next steps well. Key persons use assessment and tracking to plan for progress and share updates with families for home learning. Staff work with external professionals to support children with special educational needs and/or disabilities (SEND), which allows all children to make progress and thrive from their starting points.
• The setting creates a calm home-from-home environment, which means children are engaged and calm throughout the day. They express their interests, such as their favourite book, 'Brown Bear', which staff then bring to life to extend their learning further.
• The curriculum has a strong focus on communication and language, which supports well children who speak English as an additional language. Staff model new words, which children are beginning to use confidently, although there are times during stories and play when staff miss opportunities to extend vocabulary further.
• Staff encourage the independence of children, such as washing their hands and getting themselves a drink of water. However, these routines are not yet consistent throughout the day.

What the setting must and should do next

The provider should:

• support all staff to consistently extend children's communication and language development through modelling and repetition
• embed independence routines throughout the day so children have consistent opportunities to practise self-help skills.