The Family Tree Day Nursery

What is it like to attend this early years setting?

Leaders and staff form strong bonds with children and get to know them well. Staff have a good understanding of children's individual needs and how they learn best. They interact and engage with children well. Staff praise and encourage children to help build their confidence and self-esteem. This promotes children's well-being and helps them to feel happy and supported at nursery. The curriculum is clear with a strong focus on developing children's communication and language development. Older children develop their vocabulary as they chatter away while mixing coloured water at the 'potions station.' They show good language skills as they talk about what they are making and listen well to others. Staff use the correct language as they speak to and narrate children's play. Staff sing to babies to help them move through the transitions of the day. This helps children to become skilled communicators. Leaders and staff identify gaps in children's development. They collaborate with parents and external agencies to provide targeted support.

Children play alongside their friends, learning how to share and take turns with resources. Staff are good role models. They remind children about appropriate behaviour, such as not running indoors.

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

• Leaders have a good understanding of the curriculum they plan and the reasons behind this. Staff know the children well. They plan and create activities and learning experiences that motivate children to learn. For example, older children develop their pencil control by writing letters and pretending to post them. Younger children use large sponge paint dabbers to paint boxes and babies use spray water bottles to create a picture. However, occasionally the planned activities are broad and planning for individual children does not always target the areas that children need to develop to make the absolute best progress in their learning.
• Children of all ages enjoy their time outside. The garden is a hive of activity that allows them to get physical in their play. Staff help children to develop their large muscles and coordination. For example, older children tackle the climbing wall equipment and explore ways to come down the other side. Younger children use fishing nets to catch pretend fish in a water tray. Babies cruise along the outdoor equipment as they build their strength and confidence for walking.
• Leaders and staff have a strong focus on children's communication and language skills. Staff develop these skills through singing, storytelling and encouraging children to repeat unfamiliar words. Children take part in adult-led activities of specific communication and language programmes. This has made a positive impact on children's language development.
• Staff interactions are purposeful and meaningful. They are attentive to children's ideas and notice children's cues to help them to develop and explore their own ideas. For example, when children need more water for the water wall, they support children to use the tap to fill up the jugs. Children develop their critical thinking skills as they work out, they need to fill the jug halfway, so not to spill it when transporting the water.
• Children are developing their skills to be independent. Staff support younger children to peel their fruit and pour their drinks from the small jugs at snack time. Babies attempt to wash their hands with staff close by to help. Older children make fruit kebabs. They cut the fruit into smaller pieces and thread it on to the kebab stick.
• Leaders use a range of methods to monitor staff practice. They support staff to reflect on their practice. Staff feel supported by leaders and value the discussions to identify further support and training opportunities to enhance their knowledge and skills further.
• Parents feel well-informed about the activities their children take part in. They value the feedback about their child's day and find the photos and information on the nursery app especially useful. Parents enjoy the regular stay and play sessions they attend.

What the setting must and should do next

The provider should:

• support staff's understanding of the curriculum intent so that teaching consistently focuses on the individual learning needs of each child.