Nursery on the Green

What is it like to attend this early years setting?

Children arrive happily at the nursery and settle quickly. A strong key-person system helps children feel secure and understood. Transitions, both when children join the nursery and when they move rooms, are prioritised and managed carefully. When children become upset, staff comfort them quickly and gently, helping them feel safe and supported.

Staff have high expectations for all children's behaviour. They use praise, visual rules, and timers to help children follow routines and behave positively. Staff encourage children to take responsibility through everyday routines, such as setting the table, serving their own lunch and clearing their plates. This helps children become independent and take pride in what they can do.

Staff plan a broad curriculum that builds on children's interests. Staff adapt activities to meet children's individual needs, ensuring all children can participate and make good progress. For children with special educational needs and/or disabilities (SEND), sensory experiences are introduced gradually, allowing them to build confidence and explore new textures at their own pace. Staff carefully sequence learning so children develop skills step by step. Babies' explore sensory play, manipulating textures to develop hand-eye coordination. Toddlers strengthen hand muscles and coordination by filling and emptying containers with sand. Older children practice precise hand movements by unlocking padlocks and using screwdrivers, preparing for future early writing and self-care tasks.

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

• Staff follow a well-planned curriculum that helps children make progress over time. Staff have a good understanding of how children learn. Generally, staff use children's interests to plan engaging activities. However, at times, staff do not understand what the learning intentions of the activities are. As a result, some activities do not fully support what children need to learn next.
• Staff identify children's needs quickly and act without delay. They work closely with parents and make referrals to outside professionals when needed. Staff give extra support through individual plans and small-group sessions. For example, staff label objects and then add simple descriptive words to build understanding. This approach helps all children, including those with SEND, feel included and ready for the next stage in their learning.
• Children benefit from mealtimes that support healthy eating. Staff place ingredients on the table so children can see what they are eating. They talk with children about why the food is good for them. Children are allowed to eat when they are hungry, helping them follow their own hunger cues. These approaches encourage healthy habits and understanding of nutrition.
• Staff place a strong focus on developing children's language and communication skills. They support children learning English as an additional language by collecting words from home, reading books in different languages, and singing songs in children's home languages. Staff model clear speech, introduce new vocabulary, and encourage children to share their thoughts. As a result, children become confident communicators.
• The nursery promotes children's understanding of diversity and inclusion through meaningful experiences. Parents borrow books about children's own cultural traditions from a lending library, supporting children to prepare for upcoming ceremonies and celebrations they take part in. Children learn about different family structures and abilities through diverse resources. This approach helps children learn to respect differences and develop a strong sense of identity and belonging.
• Staff help children manage their feelings well. They read stories about emotions and practise facial expressions to show feelings. Staff talk with children about what makes them happy or angry. They guide children to resolve conflicts and take turns. As a result, children behave very well and develop self-regulation skills.
• Leaders prioritise staff well-being alongside professional practice. They provide regular supervisions, mentoring, and reflective peer observations to help staff develop their skills and confidence. Staff value the flexible working arrangements, rewards and opportunities to discuss their well-being. This helps them feel supported and appreciated.
• Staff work in partnerships with parents. They share regular updates through daily conversations, newsletters, and digital platforms. Parents value the consistent communication and guidance on routines such as potty training and eating, which helps them support learning at home. These close relationships create continuity between home and nursery, helping children thrive.

What the setting must and should do next

The provider should:

• continue to support staff to plan activities with clear learning intentions that focus on children's next steps, so all activities fully support their progress even further.