The Learning Tree Children's Nursery and Pre-School

What is it like to attend this early years setting?

Children demonstrate that they feel happy and secure at this nurturing setting. They settle well and show they have strong and loving bonds with staff. Staff greet children with a warm and friendly smile, which helps them to settle quickly. Even the youngest children are familiar with the routines. Staff spend time understanding children's individual needs. This helps children to demonstrate positive attitudes to their learning and build secure and meaningful bonds with key persons. Children actively engage in their learning and concentrate as they choose what they would like to do. For example, children spend time building in the construction area using different tools and materials. Staff teach them new words such as 'spirit level' to develop their communication skills.

Staff implement an outdoor curriculum that ignites children's curiosity. Children thoroughly enjoy exploring the outdoors. They learn about plants and wildlife, respecting the world around them. Children care for the setting's horse, 'Dobbin', combing his mane and feeding him apples. Staff teach children how to respect living things and care for the world around them. Children recall bees like pollen and make honey. Staff put in place interventions to help children who need additional support such as following the advice from outside professionals. Leaders use additional funding well to support disadvantaged children. This means that children benefit from one-to-one support to help them catch up in their learning.

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

• Staff develop a broad curriculum based on promoting children's curiosity. Leaders provide support and guidance to help staff understand the aims and goals for all children to achieve. However, staff have varying levels of understanding of how to implement the curriculum. Consequently, some staff are more able than others to deliver the curriculum. This does not promote consistency in extending children's learning.
• Children play well with their peers. Older children demonstrate this as they share their ideas with younger children. They discuss making cups of tea. Together, they explore their natural environment and excitedly collect resources from around the garden. Staff praise children for their achievements, which boosts their confidence and self-esteem.
• Staff help children develop a secure understanding of how to keep themselves safe. They teach children the meaning of red and green in a traffic light system. Children understand the importance of wearing seat belts in the car. They learn key safety messages and retain information.
• Staff support children's behaviour consistently and positively. They explore the rules during group time and reinforce them throughout the day such as reminding children to use 'good listening'. Older children often help their younger peers with the rules such as sharing their toys and helping them tidy up. This helps children to develop friendships and positive attitudes.
• In the main, staff support and encourage children to do things for themselves to promote independence such as encouraging them to wipe their own noses and go to the toilet. However, at times, they step in too quickly and do things for children that they could easily manage on their own or be encouraged to try. For example, on occasion, they put coats on children or serve food from larger dishes into their individual trays. This does not consistently support children to practise or fully develop their self-care skills.
• Staff want all children to develop a love of books. They carefully choose stories that are relevant to children's ages and interests. For instance, staff introduce a book about owl babies to help support children who are settling into the nursery. They skilfully use the themes from the book to help children reflect on their feelings about being left at the setting. Staff also use the story to reassure children that their parents and carers will come back soon.
• Staff weave mathematics thoughtfully into daily activities. They introduce children to numbers through engaging songs, and staff model numbers as they play. Children count their friends as they line up to go outside. Children also explore mathematical concepts such as shape and size when building. This helps children to develop a positive attitude towards early mathematics.
• Staff collaborate closely with parents to support children to make a smooth transition from home to the setting. For example, leaders visit children in their homes before they start and arrange transitions to school before leaving the setting. This supports children to be ready for the next stage of their learning.
• Staff know children well and identify their needs early on in their journey. They share this information with parents and external agencies to support children with their development. As a result, children receive the support they need to develop and meet their next steps in development.

What the setting must and should do next

The provider should:

• monitor staff's teaching practice and offer support so that all staff confidently extend children's learning further
• support staff to consistently promote children's independence and extend opportunities for developing their self-care skills.