Pinecones Nursery School

What is it like to attend this early years setting?

Children arrive happily and receive a warm welcome from staff, who know them well. Staff support children to become independent learners and follow their own interests. They provide an exciting learning environment that helps children develop their imaginations. Children delight as they play a game of 'hot lava' with staff. They giggle as they carefully negotiate climbing on different resources, such as tyres and wooden boards, on the ground. They work together well to move these resources into a circle, enabling them to climb off the floor. Staff support children to develop a good level of confidence and control in balancing. Children demonstrate high levels of engagement and enjoyment.

Leaders have put in place a rich and ambitious curriculum that builds on what children already know and need to know next. They have high expectations of what children can achieve and carefully consider the way they think children learn best in the nursery. Children make good progress in all areas of the early years foundation stage curriculum. They benefit from a wide range of learning opportunities, which enrich children's experiences and help develop their character. Staff encourage children to suggest their ideas and vote regularly in the nursery on different subjects. For example, children decide what to bake with fresh blackcurrants and rhubarb brought in from their gardens.

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

• Leaders have a clear vision for the nursery and communicate this well with others. They regularly monitor staff's practice and provide training linked to their individual needs. For example, staff have recently attended training to increase their confidence in mathematics. Leaders report how staff now help children to develop their mathematical skills regularly as they play together.
• Staff are knowledgeable and promote learning across a wide range of subjects. They present information clearly to children and frequently extend their vocabulary. For example, staff introduce the word 'segment' to children, when discussing the appearance of lemons and limes as part of a printing activity.
• Staff monitor children's progress carefully and recognise when children might need additional help. They work well with other professionals to put in place support for children where necessary. They share information well when children move on to school to ensure a smooth transition. However, staff are not always consistent in their approach to supporting children who require extra help to communicate, and they sometimes struggle to make their needs known.
• Children are confident learners. Staff support children very well to learn to take manageable risks in their play. For example, children demonstrate an excellent ability to climb and negotiate spaces in the outdoor area, including low-level branches on trees and swings designed to improve upper body strength. Staff provide reminders for the behaviour rules in these situations where necessary. Children listen well to staff and regulate their behaviour and emotions well.
• Children make particularly good progress in their physical development. Staff support children in developing their core strength and coordination. They help children develop strength in their small muscles through a variety of age-appropriate and fun activities. For example, toddlers concentrate for extended periods as they use large chalks to mark make on logs.
• Staff support children to learn about differences and what makes them unique. Children are respectful of both staff and other children. However, staff do not consistently support children to learn about other ways of life and communities beyond their own to help them to have a greater understanding of diversity.
• Children become more independent over time. Staff shared high expectations of what children can do for themselves. Children learn to wash their faces using cloths and look in mirrors to check that they have done so. Staff encourage children to put on their wellington boots and hats when they play in the outdoor area. Children demonstrate high levels of perseverance and keep trying even when they find something difficult.
• Parents appreciate the care staff provide for their children. Staff provide a good level of feedback on children's achievements in the nursery and on the next steps in their development. Parents report on how thoughtful staff are and how they support children with transitions both in and out of the nursery, such as helping prepare children for the arrival of a new sibling.

What the setting must and should do next

The provider should:

• ensure staff provide children with consistent strategies to communicate their needs and ideas to others
• support children to learn about other ways of life and communities beyond their own to help them to have a greater understanding of diversity.