Nunny's Little Farmers Nursery

What is it like to attend this early years setting?

The focus on outdoor activities and visits to the farm, enable children to learn about nature and the living world. They fill the bird feeders, collect eggs and learn about taking care of animals. Children talk about the weather and the differing seasons. This broadens their understanding of the wider world.

Children excitedly enter the warm and relaxing environment. The wide range of resources and engaging staff interactions enthuse children in their play. Staff have high expectations for children's learning. When children begin to doubt their abilities, staff encourage them to persevere. For example, staff encourage children to fasten the dolls' clothes and peel fruit, with minimal intervention. Children thrive on the praise given for their accomplishments.

Children display good behaviour. They are learning to listen to staff instructions and explanations. Staff act as good role models, reminding children about manners. Older children model staff's caring interactions with younger children and those with additional needs. They show pictorial cards to their peers, detailing what is to happen next in the routine of the day.

Children are adept at leading their own play. They develop their imagination, inviting staff into their play. Children are eager to give roles to staff as they recreate a bus journey. Staff know their key children well and understand their individual learning needs. They adapt activities to differentiate between the differing abilities of children, to ensure all children continuously develop and progress in their learning.

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

• Staff provide a curriculum building on children's individual learning needs, focusing on the prime areas of learning. Staff use their knowledge of children's starting points, to organise the learning environment and plan the curriculum. Staff allow children to follow their own interests, providing a range of activities and learning opportunities for children to choose from. They skilfully adapt activities as children show developing interests.
• Staff recognise the importance of physical play. Children have opportunities to practise their gross motor skills, developing their muscles and climbing abilities. They benefit from access to outdoor play, managing different surfaces and levels. Children learn how to take safe risks. They climb, under the supervision of staff, and learn how to jump safely. They develop an awareness of their surroundings.
• Staff use high-quality interactions to ensure children's communication and language continuously develops. They use ongoing dialogue, recapping on previous experiences to teach and embed new vocabulary. For example, they talk about older siblings and family set ups. Staff are trained in sign language to ensure children who have any language delays are able to communicate their needs. In addition, staff use visual aids to show children what is to happen next.
• Staff enable children to build their emotional resilience and manage their feelings, in readiness for building relationships with their peers. They support children to understand the impact of their behaviours on others and the consequences of their actions. Staff help children to manage conflict.
• Staff teach children about healthy bodies as they talk about the foods they eat and keeping hydrated. They learn about hygiene practices as staff ask them to wash hands and blow their noses. However, children do not always follow these instructions and hygiene practices are not consistently addressed.
• Children develop their independence skills as they move confidently around the setting. They attempt to put on and take off their coats and shoes. They serve their own lunch and pour their own drinks. They know what is happening next in the routine of the day.
• Staff are supported well through a programme of supervision, which identifies their training needs applicable to the needs of the children. Leaders ensure staff have opportunities to manage their personal well-being and offer ongoing support.
• Staff have a good awareness of their developing provision. They seek feedback from others to contribute to an ongoing evaluation to make improvements to the setting. They continuously reflect on the curriculum, however, they do not always react quickly to adapt the organisation of the learning environment. For example, considering the room layout and positioning of messy play activities for children.
• Staff accurately assess children's development, identifying any areas which need to be focused on. The support for children with special educational needs and/or disabilities (SEND) is a strength of the nursery. Staff work closely with parents and other professionals to act swiftly and put in place strategies to support children to progress in their development.
• Parents feel well informed about the learning and care provided for their children. They are kept up to date about the progress their children are making. They are aware of staff interventions to ensure their children continue to develop. Parents value the stay-and-play sessions and ideas for continuing learning at home.

What the setting must and should do next

The provider should:

• support staff to consistently remind children how to follow good hygiene practices, explaining why these are important
• support staff to consider the learning environment and ways to reduce any possible hazards.