The Learning Tree Nursery

What is it like to attend this early years setting?

Children ring the doorbell and eagerly wait with wide smiles, to enter this bright, stimulating, home-from-home nursery. Staff greet the children with a warm welcome and equally large smile. Children welcome each other and engage in cooperative and collaborative play. They behave well as they share and take turns, with gentle reminders from staff. Children move freely about the environment and make independent choices about the resources they play with. They demonstrate focus and become highly engaged in pretend play. For example, children spend prolonged periods of time playing with the train track and construction objects. They learn about mathematical concepts as they move a train 'over', 'under' and 'through' the tunnels and bridges they have made with boxes and wooden blocks.

All children show positive attitudes and are well prepared for their next stage in learning, including their eventual move to school. Babies explore and investigate a range of textures with awe and wonder. They rub their fingers together to feel soft, fluffy corn flour. They show curiosity, as it drips through their fingers when water is added. Babies push, pull and twist buttons on toys with dexterity to make objects pop up. They squeal with delight and repeat the action, developing their problem-solving skills. Pre-school children are intrigued, as they find a ladybird in the garden. Children ask, 'What is it?' and 'Will it hurt me?' Staff provide them with new knowledge that leads to the children finding the ladybird a suitable home in the garden.

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

• Staff provide opportunities for children to learn more about the world in which they live. For example, they watched the live footage of a partial eclipse of the sun. This linked to the manager's vision for the children to embrace new experiences. However, this activity was not planned in a way that ensured that children had the necessary understanding and skills to gain what is intended from it. Staff did not consider what the children needed to know before they watched the footage. This meant they became confused about what they were watching and lost interest.
• The vast majority of activities are adapted to suit the individual needs of all children, ensuring inclusive provision. Support from external professionals is swiftly accessed and a good working relationship is built between them and staff. This helps to ensure that all children make the progress that they are capable of.
• Staff have placed a strong emphasis on children's speech through using the correct pronunciation of words. Staff are skilful in extending children's language skills as they repeat back what the children say with clarity. However, staff do not always introduce new words or model effective use of language linked to children's play. This does not support rapid progress in their communication and language development.
• Children benefit from outdoor activities and enjoy being physically active. For example, children of all ages confidently climb apparatus. In addition, they learn new skills, such as throwing and catching a ball. This is extended as they practise hitting a ball with a bat. Children are supported to use these resources independently and to manage their own risks safely.
• Lunchtime is a social occasion, when staff will talk to children about the events of the day. Children are provided with healthy options and regularly discuss which foods are healthy. They confidently recall, 'milk makes my bones strong.' Staff eat the delicious, freshly-cooked meals with the children, promoting positive behaviour and encouraging children to try new foods.
• The manager and senior members of the team model good teaching practice and make positive changes to improve outcomes for children. For example, they have reviewed the way they complete assessments of children's learning and adapted their process. Pressure for staff to complete paperwork has been reduced, increasing staff's quality time with the children.
• Parents speak very highly of the nursery. They comment enthusiastically on the friendly and approachable staff team. Parents feel well informed about their child's progress and are highly involved in their learning. Parents attend a wide range of events at the nursery including coffee mornings, stay and play sessions as well as more formal information sessions. They are looking forward to the planned lunchtime event where they can have a nursery meal with their child.

What the setting must and should do next

The provider should:

• consider what children need to know and be able to do before they engage in new activities and experiences so that they can learn what is intended
• enhance teaching to introduce and model new vocabulary to children consistently, to enable them to make connections between words and actions.