Palm Tree Community Nursery

What is it like to attend this early years setting?

Children continuously demonstrate that they feel safe, happy and secure. They have established warm and trusting bonds with the nursery staff and their key persons. Parents do not have access to the nursery currently due to the COVID-19 arrangements that leaders have implemented. However, children separate well, waving goodbye to their parents at the door. Children are eager to start their day. They immediately become engaged in the exciting activities available. There is strong support for children who speak English as an additional language. Staff speak several languages and are skilled in their interactions with children. As a result, children approach their play with enthusiasm and are keen and excited to join in.

Children are confident and independent learners. Young children develop their small-muscle skills as they use tweezers to pick up and transfer peas from one container to another. Older children attempt to form letters from their name as they register on arrival. Children of all ages concentrate on their chosen tasks and show great motivation and perseverance.

Staff are positive role models and have high expectations for children's behaviour. They carefully explain the rules of the setting, such as 'good listening' and 'good sitting'. This helps children to develop a secure understanding of what is expected of them. Children play together independently. They are learning to share and take turns and follow instructions well.

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

• Children's mental health and well-being are given significant consideration. Staff recognise the potential impact of the recent national lockdowns. They have supported children to manage any feelings of anxiety through activities such as mindfulness. For example, children are encouraged to fly to a big, fluffy cloud. They take long, deep breaths, which helps to regulate their breathing. Furthermore, children and staff talk together daily about how they are feeling. This helps children to identify and manage their feelings and behaviours and develop empathy for others. Other activities, such as 'wake up and shake up' and yoga, help to support children's all-round physical health.
• Children have wonderful opportunities to learn about the world around them. They participate in many fundraising events, where they learn about those less fortunate than themselves and how they can help. For example, children donate items to the local food bank and help to cook food for homeless people. Furthermore, once restrictions allow, staff wish to restart the many visits and opportunities that children have to engage with the community in which they live. These include visits to a nearby residential home and local schools to support children's understanding of their place within society, difference and diversity.
• Staff are very kind and caring in their approach. They demonstrate polite and kind behaviour which helps children to develop their individual characters and become good citizens. However, occasionally, in their eagerness to help children, staff do not encourage children to complete tasks for themselves. For example, as children explore colour mixing, staff pour out the paint and pass them brushes to use. They do not embrace these opportunities to support children to develop their independence skills even further.
• Children make good progress in their learning and development, including those with special educational needs and/or disabilities and those who speak English as an additional language. Staff plan activities that reflect children's interests. For example, children continue learning about the importance of healthy eating as they make fruit kebabs and strawberries out of play dough. Staff support children to use number names as they play and to recognise quantities. However, staff do not further challenge children's understanding of mathematical concepts such as size, shapes and patterns.
• The enthusiastic staff team speaks highly of the passionate and dedicated leaders. Staff are encouraged to engage in a wealth of training opportunities to help them to further develop their knowledge and practice. They participate in weekly discussions where they reflect on children's learning and development and evaluate the opportunities available for children. This helps to ensure that outcomes for children are good.
• Partnerships with parents are strong. Parents' comments are overwhelmingly positive. Parents describe how their children thoroughly enjoy attending and comment on the progress they have made, particularly with their communication skills and confidence.

What the setting must and should do next

The provider should:

• support staff to recognise when children can do things for themselves to further develop their independence
• strengthen the curriculum for mathematics and develop staff's confidence in challenging children's mathematical understanding.