Oak Tree Kindergarten Ltd (Ashcroft Road)

What is it like to attend this early years setting?

Children are secure and happy and enjoy their time at the nursery. Children state they 'do all kinds of things all day'. Older children remember staff names and state they would go to staff if they felt sad. Children readily share resources and work well together. For example, when older children notice others struggling to fill a container with water, they offer a smaller container and clap when the younger ones then succeed. Children are becoming independent. For example, they wipe their noses, throw away the tissue and clean their hands. Staff support them in understanding the importance of these good hygiene practices.

Staff have a sensitive understanding of the possible effects of the COVID-19 lockdowns. They used good procedures to catch up on what children had been doing and their development at home during this time, using this information to inform their planning and help children feel settled. Children show positive attitudes and enjoy challenges. For example, staff encourage young children to build higher structures with wooden blocks and log slices. Children concentrate and show great pride in their achievements. They gain a practical understanding of safety. For instance, they competently pedal ride-on toys, taking care not to bump into others.

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

• The manager is honest in her evaluation of the nursery and understands how to identify weaknesses and make improvements. She supports staff well and considers their well-being and personal development.
• Thorough monitoring assists the manager in understanding children's development. She quickly identifies possible gaps in this and aids staff to support children. These secure monitoring processes help to ensure that all children, including those with special educational needs and/or disabilities and those who speak English as a second language, make good progress in their learning.
• Staff observe children and plan the next steps in their learning. They recognise experiences that children may not have had due to COVID-19 lockdowns and offer children opportunities in these areas. For example, staff noted that children had not experienced using the library and worked with children to create one. Children enjoy coming to the library, finding their card and choosing books.
• The promotion of communication skills is given a high priority and staff use many ways to support children. Babies eagerly participate in an activity, where they name items and make the corresponding sounds. Slightly older children competently describe how they are feeling. Older children confidently describe their play. For example, they put out cones on a role-play building site, stating 'this is dangerous and you need to warn people'.
• Children develop an enjoyment of books. Staff read clearly and enthusiastically.
• Older children delight in howling like a cat and remembering the characters. Staff reinforce children's learning, for example, through asking questions. Children competently answer these and describe the meaning of words, such as 'caterwaul' and 'cacophony'.
• Parents state they can see their children are making good progress. They feel that staff communicate well, helping them to understand their child's development and to promote this at home.
• Children gain a practical awareness of other ways of life. For example, they go for bus rides and walk to local amenities. Staff use these opportunities to initiate discussions and help children understand their community and recognise differences.
• Children have many opportunities to develop physical skills. They develop control and coordination as they learn to use the slide safely. Children develop use of their smaller muscles as they select blocks and stack them.
• Staff know children well and link activities to their interests. Most staff are aware of the intent of activities and present these appropriately. However, not all staff are as confident and do not always fully understand how to use activities to promote children's development to the optimum level.
• Children enjoy imaginative play. For example, they pretend to 'treat a patient'. However, children sometimes have limited opportunities to express their creativity, for example, through experimenting with colour and design, and their development in this area is not fully promoted.

What the setting must and should do next

The provider should:

• support all staff to fully understand the curriculum, so that they consistently recognise the learning intentions of activities and present these effectively to each child
• enhance the opportunities that support children in expressing and exploring their creativity.