The Garden Nursery at Wilmslow Prep

What is it like to attend this early years setting?

Children are warmly welcomed with smiles and conversation by the passionate staff of this wonderful nursery. Children who speak English as an additional language are greeted in their home language. The overall sense of staff's enthusiasm enhances children's sense of belonging. Visual images of the daily routine help children to feel safe and secure in the environment as they know what to expect next.

Children actively engage in a variety of rich experiences. For example, babies use all their senses as they smell and taste sour lemons and squeeze oranges in their water play. Toddlers smell cinnamon and add thyme to paint, telling the inspector that it feels 'like sugar'. Children hear and learn new words as they explore sensory materials. Older children work collaboratively in imaginative play. For instance, outdoors, they pour and mix water with mud and fresh herbs and discuss if it is a mint or strawberry pie. Children have time to become immersed in their play as they speculate and test their own ideas.

Children listen attentively and join in with songs and nursery rhymes. They eagerly anticipate what is in the box and call for 'bubbles' as they sing 'Tiny Tim'. Staff swiftly respond and blow bubbles to the delight of the children. Children develop their communication and language skills. Children are highly motivated learners as they access a range of materials in the indoor and outdoor spaces. Older children push a wheelbarrow up and down a hill. They tell the inspector, 'It's heavy; it's got water and mud in it.' Toddlers learn to hold pencils as they make marks or stretch and roll play dough. Children develop good control of their small and large muscles.

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

• The management team is reflective and has designed an ambitious vision for the delivery of high-quality care and education for children. Managers work with their team and other professionals to regularly evaluate the nursery and drive improvement. Staff are excellent role models, and children build on what they already know and make good progress from their starting points. However, occasionally, learning intentions are focused on a 'school ready' agenda and are too advanced for the age and stage of individual children.
• Staff foster children's independence well. Younger children find images of themselves for self-registration. Older children put on their own coats and shoes and change into wellington boots before going into the outdoor forest area. Children who are toilet training make excellent progress as they are regularly supported by staff. Children wash their hands before mealtimes and after using the toilet. Children learn hygiene practices and are increasingly independent when managing their personal needs.
• Partnership with parents is effective. Staff use an online system and face-to-face communication to keep parents informed about their child's progress. Parents speak highly of the staff and feel that they know their children well. They praise the team for the support it gives children to settle at the nursery. Parents say that their children are happy and safe at the setting.
• Staff give high priority to children's emotional well-being. Pre-verbal children use 'emotion stones' to express how they are feeling. The nursery links with outside agencies to increase children's concentration through relaxation and yoga classes. Children build on their existing emotional vocabulary and learn breathing techniques to support their emotional well-being. This approach contributes positively to the way children behave.
• Children are valued and contribute positively to the nursery. They join staff in looking for potential hazards in the outdoor areas. They vote for stories and take turns in sharing resources. Staff model good manners using clear and calm voices when talking with children. Children are treated with respect, and this boosts their confidence and self-esteem.
• The manager is extremely knowledgeable and dedicated to her role. She takes an active role in the daily events of the nursery. She monitors individual children's progress through dialogue and regular supervision meetings with staff. Assessments of children's development are focused and precise. This helps to ensure that any gaps in learning are swiftly closed. Staff speak enthusiastically about the support that they receive. Children make good progress from their starting points and are ready for the next steps in their learning.

What the setting must and should do next

The provider should:

• sequence learning intentions to ensure that they are consistently appropriate for the age and stage of individual children.