The Children's Garden

What is it like to attend this early years setting?

Children are happy and engaged, clearly enjoying their time at the setting. Staff build trusting relationships with each child and take time to understand their individual needs. They work closely with parents to settle children, develop their confidence and help them to communicate their wants and needs. Staff use strategies, such as displaying photos of family members, to help children to feel safe and secure. They follow babies' home routines closely to ensure consistency. Babies form warm and positive relationships with the nurturing staff.

Children are confident as they make choices in their play, freely exploring their environment and resources. They show excitement and curiosity in their discoveries, for example when they find a worm. The spacious site offers extensive opportunities for physical development, and staff provide effective support to help children develop independence. Staff give consistent guidance so that children learn safe boundaries and understand rules and expectations. They monitor children's play, offer timely and sensitive support, and introduce new skills, such as teaching young children how to swing on a tyre rope.

Children behave well. Staff are good role models and clearly remind children of expectations. They encourage children to share, take turns and understand how their behaviour affects others. Staff regularly praise and reward good behaviour, fostering a respectful atmosphere.

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

• The provider has a clear vision of what they would like children to achieve during their time at the setting. Leaders and staff work effectively to deliver a broad, balanced and well-planned curriculum with a strong focus on children learning through the natural environment.
• Children are curious, eager to learn and benefit from skilful support that develops their understanding of safety during risky play. In forest school, staff teach children how to forage safely and identify potentially poisonous plants. Children recall previous experiences, such as making jam and elderflower cordial, and confidently share ideas, such as making a crumble with the collected blackberries.
• The provider, leaders and staff regularly review and adapt the environment to meet children's needs. As a result, the learning environment is constantly evolving. For example, a large toilet area in the new indoor cabin reduces anxiety for those learning to use the toilet. Leaders have further development plans in place.
• Staff manage children's personal care routines sensitively, maintaining children's privacy and dignity. They tell babies they are going to change their nappy before picking them up, adopting a respectful approach that helps babies feel safe and valued.
• Children of all ages enjoy songs and develop a love of books, which supports their language development, imagination and early literacy skills. Babies make choices as they point to the book they want staff to read. Older children independently select books and confidently turn the pages as they explore them. Staff share books spontaneously with children throughout the day, such as on arrival to help children to settle. These shared moments strengthen relationships between children and staff and enhance children's listening and attention skills.
• Parents value the unique outdoor learning environment, daily face-to-face updates and regular online communication. Staff work in partnership with parents, offering advice and guidance to support developmental milestones. They encourage parents to share what their children have been doing at home.
• Children who speak English as an additional language receive targeted support. Staff work with parents to learn key words and phrases to help children feel understood and included. They also undertake additional training to extend their knowledge and strengthen the support they provide.
• Leaders recognise the importance of closely monitoring staff practice and provide training and guidance to support them. Staff say that they feel well supported and have regular opportunities for professional development, which builds their knowledge and skills. However, monitoring of staff practice is not always rigorous enough to ensure all children consistently benefit from rich learning experiences.
• Children develop social skills and friendships, often inviting their peers into their imaginative play. Mealtimes are social occasions, with staff praising children for serving themselves. Children enjoy a varied menu of freshly prepared meals. This is carefully planned to take account of children's individual dietary needs, preferences and any allergies they may have.

What the setting must and should do next

The provider should:

• continue to support staff practice to ensure that all children consistently benefit from rich learning opportunities.