Reflections Nursery & Forest School

What is it like to attend this early years setting?

Children thrive in this welcoming and calm setting. Staff create an inviting environment that captures children's interests from the moment they arrive. For example, younger children have access to a range of natural resources that they move and transport to different areas of the room. Staff introduce children to art concepts and allow them to explore their creativity while supporting their schematic play, such as grouping wooden discs together to replicate pieces of art. Children behave exceptionally well and staff are consistent when promoting positive behaviour. For instance, staff naturally encourage turn-taking during child-led play. Children know when it is their turn and play harmoniously alongside each other.

The curriculum is sequenced well throughout the setting, both indoors and outdoors. Staff understand the development areas they are promoting for each age group, and this is reflected in the activities they organise. For instance, younger children continue transporting dough outside using pots and pans and moving water from one place to another. Staff support older children to build on the skills they have as they support them to be socially and emotionally ready for the next stage in their learning.

Staff run daily forest school and beach school sessions for older children to access. These opportunities are aimed at promoting children's confidence, social skills and independence, and to support them to be ready for the transition to school. Children confidently talk about their time on the beach and how they tried to fill a hole in the pebbles with water, but discovered the water kept draining away.

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

• The curriculum intent is designed to build on the skills children already have and to focus on the specific needs of the cohort. It is woven exceptionally well throughout the setting. For example, younger children are being supported with their emotional regulation. Staff consistently apply strategies to support children to learn to manage their feelings and recognise those of others.
• Children are highly motivated and show consistent levels of perseverance when learning new skills. For example, young children show great concentration as they hold a tube in one hand and try pouring water down it with the other hand. They try a number of ways to succeed. Staff take effective action to support children while allowing them space to practise their skills. Children demonstrate high levels of respect for each other and staff as they naturally take turns.
• Staff feel well supported by leaders. They have formal supervision sessions as well as ongoing coaching. They understand their roles and the responsibilities they have, such as overseeing the different learning incentives they offer. Staff report there are various offers to promote their well-being, such as having breakfast available when they arrive at work, daily well-being walks and team building days that include activities to support their mental health.
• Staff deploy themselves well to be able to respond to children's emerging interests. For example, during small-group times when children hear noises in the environment, such as aeroplanes, staff encourage conversations about these. However, at times, not all staff continue these valuable interactions or extend conversations further to promote children's learning. For example, younger children and quieter children are sometimes left to guide their own play. Although they remain fully engaged and absorbed, this means that, on occasion, they do not benefit from extended interactions with staff to help stretch their learning even further.
• Children are exposed to a wealth of vocabulary. For example, young children learn the words 'butterfly' and 'caterpillar' as they experience releasing butterflies that have hatched from cocoons. Older children talk about flowers and use words such as 'delicate' to describe them. Children's communication and language development is supported well.
• Staff promote healthy lifestyle choices. They teach children not to run around after eating as it may cause them to have tummy ache. They remind children of the need to wear sun cream and sun hats in the warm weather. Older children are learning about soil and composting. They recall past learning, such as knowing there are likely to be worms in the compost.
• Partnerships with parents are excellent. Parents speak very highly of the staff and leaders at the setting. They know what their children are learning about, feel communication is very good and they are kept informed. Parents feel their children are nurtured and that they are well prepared for the next stage in their educational journey.

What the setting must and should do next

The provider should:

• strengthen staff practice to develop their interactions with children and extend children's learning even further.