Moat Barn Nursery

What is it like to attend this early years setting?

Children arrive eager to start their day. Staff make sure that the outdoor spaces are put to particularly good use in the delivery of the ambitious curriculum. They provide opportunities for younger children to explore the natural world and living things. For example, children learn how to care for the nursery's chickens, and think about the new recipes they can create using mud and herbs. Staff who lead the forest-school provision make excellent use of their skills, expertise, and the available woodland space. They inspire older children to manage tasks independently and safely. For example, children confidently explain how they keep themselves safe around the lit fire, and learn that they need to be extra cautious when they see the 'risky robin' signs.

Staff place a strong emphasis on developing children's speaking and listening skills across the nursery. They share carefully selected books with the children and focus on the key words they want them to learn. This helps children to develop a stronger vocabulary as they begin to use these new words in their wider discussions.

Staff are positive role models and take time to consider why children may be feeling unsettled. Children respond well to the clear boundaries and safety rules, and are keen to help with tasks such as sweeping the floor and tidying the books.

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

• The ambitious leadership and management team has a very clear understanding of the strengths and areas for development in the nursery. It actively seeks input from others, such as the local authority and external professionals, to inform improvement plans. They lead the way in implementing new initiatives, including aspects of the forest-school approach. This results in significant benefits to the children's learning experiences.
• Children are motivated by the inviting learning spaces and wide range of activities on offer. Staff understand what children are capable of as they progress in their development. They continue to embed a new curriculum, which is clear and ambitious. However, sometimes, staff do not exploit opportunities to build on children's prior knowledge and skills, as identified in their planning.
• Staff provide equipment to help babies and toddlers to develop their physical strength and coordination. They celebrate with babies when they reach the top of the steps, which spurs them on to have another go. Staff notice when older children persevere with challenges, such as closing the latch on the gate. Again, they praise children's determination to succeed with the task, helping to strengthen their sense of achievement.
• Children are encouraged to learn to take care of their personal needs. They follow good hygiene routines before mealtimes, and staff help them to understand why this is important for their health. Staff are mindful to respect children's personal needs and emotional well-being when implementing care practices. For example, they respectfully ask children before they change their nappy. If children express that they want to continue their play, staff return later to change their nappy so that their learning is not interrupted.
• Children with special educational needs and/or disabilities (SEND) receive good levels of support. Staff work closely with parents and other professionals to secure additional funding and ensure that children receive the support they need. They build secure bonds with children with SEND and respect their personal preferences. This helps children with SEND to feel reassured and comforted in new and changing situations.
• Parents value the dedication of the staff and how hard they work to secure their children's good progress. Parents are encouraged to be involved in their children's nursery experiences, including their move into the next room or preparation for school. Staff make effective use of an online application to exchange information with parents and suggest ways they can extend their children's learning at home.
• The passionate leadership and management team offers effective professional development for staff to help extend their skills and value their expertise. This helps staff to embrace new ideas to benefit the children and feel positive about their roles. Managers make sure that staff are deployed effectively to ensure that children experience good levels of direct support and attention.

What the setting must and should do next

The provider should:

• provide further coaching and support for staff to consistently deliver the intentions of the new curriculum and help all children to make the best possible progress.