Nursery on the Green

What is it like to attend this early years setting?

Children have good relationships with staff and each other. They arrive happily and quickly settle at activities with their friends. Babies and younger children enjoy lots of cuddles that help them feel safe. Staff embed good daily routines and gently remind children about expectations of their behaviour, such as no running inside and using the slide safely. As a result, children behave well and play cooperatively. Many siblings attend and staff ensure they have time to play together during the day. This creates a family atmosphere, where older children are considerate towards younger children.

Children benefit from a well-sequenced curriculum that reflects their individual learning needs and interests. Staff know the children well, enabling them to identify the next steps in their learning. Consequently, children make good progress.

Children excitedly look for minibeasts in the outside play area. The show confidence as they gently hold worms, slugs and snails. Older children show consideration as they gently pass the minibeasts to other children to hold. Children's early mathematical skills are enhanced as they engage in discussions with staff. For example, they talk about the different sizes and number of slugs and snails they have found and look closely at the patterns on the snail's shells.

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

• The provider and staff form a well-established staff team. Regular supervision sessions ensure staff's training needs are identified and they receive the support they need. As a result, staff understand their roles and responsibilities. This includes the key-person system, which is successfully embedded in staff's practice. Consequently, staff know the children well and meet their individual needs.
• Staff promptly respond when children ask for help during play. For example, when children show an interest in using scooters, staff demonstrate how to use them and encourage children to practise the movements. They give lots of praise as children persevere and grasp their new skills. As a result, children's interests are fostered effectively, and their physical skills are extended.
• Staff complete regular risk assessments to ensure the provision is safe. However, some resources and books are worn and less well maintained, including books. This reduces the appearance of the learning environment, resulting in children using some resources less frequently.
• Staff show high regard to supporting children to learn about healthy eating. For example, children keenly join in fruit-tasting activities, where they cover their eyes and explore the fruits. Staff ask children how the fruits feel, smell and taste, encouraging them to use their senses. They extend children's vocabulary well by introducing new words, like 'squidgy' and 'crunchy', and encourage children talk about the fruits they like. This enables children to enhance their language skills through their real-life experiences.
• Children enjoy a balanced diet of freshly cooked meals. They make choices of foods they like and develop good eating habits during relaxed and sociable mealtimes. However, occasionally children have less opportunities to independently complete tasks they are capable of during bathroom routines because resources, such as steps, are not always accessible. This minimises opportunities for children to develop their self-care skills and personal independence.
• Staff share regular information with parents about their children's progress and complete the progress check when children are aged two. Parents comment that they like using the online app as staff give regular updates and they also discuss the events of the day when children are collected. This enables parents to further support children's learning at home.
• Children enthusiastically participate in group music and movement sessions. Younger children jig in time to the music, while older children sing along to familiar songs and join in the actions. This effectively promotes all children's language and physical skills.
• When new children begin, staff agree gradual settling-in plans with parents and ensure siblings have time to play together. This considered approach helps children to feel safe and secure and parents say their children settle quickly.

What the setting must and should do next

The provider should:

• strengthen systems to monitor the condition of all resources, to fully enhance the learning environment and encourage children's love of books and reading
• review toileting and handwashing routines to fully promote children's self-care skills and personal independence.