Natures Little Learners Hornbeam Park

What is it like to attend this early years setting?

Staff create a warm, home-from-home environment for children and families. They work hard to ensure that children feel safe and supported in the nursery. Staff plan activities based on children's interests and include new themes and topics to broaden their experiences. Children benefit from regular trips out in the local community, for example, they use public transport to visit the library. Staff support children to develop the skills they need for the next stages in their learning and their eventual move to school. For instance, older children show good levels of focus and concentration in activities. Young children are enthusiastic learners and are keen to take part in new activities.

Children learn about staying safe and being healthy. They enjoy fresh air each day on walks, and staff ensure they have sun cream on when they go outdoors. Children are well mannered and polite. They sit together to enjoy healthy meals at lunchtime, and staff follow robust procedures for children who have allergies or dietary needs. Staff provide children with lots of opportunities to enjoy singing and stories. Young children show enjoyment in the weekly sing and sign session. Staff in pre-school read to children and use puppets to help them engage in the story in a more interactive way. Children show a lot of enjoyment in this and join in with their favourite parts.

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

• The curriculum is based on supporting children to make good progress in the prime areas of their learning to help them build secure foundations for the future. For example, staff support children to develop their physical skills and independence as they move through the rooms in the nursery. Babies are supported to stand up as they play and explore. Staff offer lots of praise and encouragement as toddlers use the potty. Pre-school children demonstrate good physical skills outdoors as they run and climb in the forest.
• Staff are kind, caring and nurturing towards children and their families. They provide families with plenty of time to attend the nursery and help children to settle in. Staff gather detailed information to help them get to know babies and children. Babies develop positive relationships with staff and show they feel secure as staff cuddle them while they have their bottle. Children, including those who are new to the nursery, show they feel safe and happy with staff in the rooms.
• Staff receive regular training and support from the leadership team. They benefit from supervision meetings, and leaders complete daily walk round checks to support them in their rooms. Staff are trained to use signs with children to help with communication. However, on occasion, they speak too quickly and ask too many questions of younger children. This does not consistently help them to develop their language skills.
• Children develop good personal, social and emotional skills. This is a strong area of the curriculum. Staff focus on helping children to develop high levels of self-confidence and self-esteem. Children show kindness towards each other and have a good awareness of behavioural expectations. For example, they hold hands as they walk to the forest and discuss potential risks, such as passing dogs.
• Staff know the children well and provide a balance of child-initiated and adult-led activities. Children show enjoyment as they explore resources independently and practise their skills. For example, older children use their small-muscle skills to wrap wool and make bees in the forest school session. Young children practise filling and emptying in the water, and staff encourage them to smell the different types of tea. However, during group times and some planned sessions, staff do not consistently engage children in meaningful learning.
• The arrangements to support children with special educational needs and/or disabilities are effective. Staff receive support from the leadership team and know how to identify potential delay in children's development. They skilfully support children and understand when they need time out in the sensory room to help them settle. Leaders work alongside parents and other professionals to provide children with individual targeted plans that help them to make good progress.
• Staff establish and maintain good partnerships with parents. They provide detailed information to them about what their children are learning and send regular photos on the nursery's online platform. Parents leave positive feedback for the nursery. They say they feel included and involved in their children's learning and that they 'love the range of activities children experience'.

What the setting must and should do next

The provider should:

• consider ways to further staff's understanding of how to promote children's communication and language development consistently
• reflect on and enhance group times for children, inside the nursery and at the forest, to deepen children's level of engagement and maintain purposeful teaching.