The Lime Trees at Keyworth Primary School

What is it like to attend this early years setting?

Children are warmly welcomed into the setting. Staff offer children gentle words and affectionate cuddles to ease separation from parents. These caring interactions build children's sense of security and support their emotional well-being. This helps them settle in quickly and join in the routine. Together, children and staff sing a cheerful greeting song. Staff keep children engaged through praise and encouragement. Children smile and laugh as they look at their friends and staff. This brings a sense of joy and inclusion. Children develop strong relationships and a sense of belonging in this setting.

Children follow their interests and quickly choose an activity. This shows a growing independence in their play. Staff provide experiences that spark children's curiosity and successfully build on what they already know and can do. This makes learning richer and more meaningful. For example, children enthusiastically re-enact their farm visit. They stomp the 'animals' through the dirt and then put them to sleep in the straw. This imaginative play enables children to connect real-life experiences to learning, deepen their understanding of animals and their habitats and gain independence, creativity and curiosity. As a result, they make good progress in their learning and development.

Children behave well and respond quickly to gentle reminders from staff about expectations. For instance, when conflicts arise, staff engage in their play. They model appropriate interactions and help children work through their disagreements. This helps children learn to cooperate and empathise with others. As a result, children form positive relationships and understand appropriate behaviour.

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

• Staff plan purposeful opportunities that encourage children's interest in art. Each month, they introduce children to a new artist. Children explore different materials and ideas. For example, children paint on cling film stretched between trees. By experimenting with different media, children enhance their creativity and cognitive skills.
• Staff prioritise children's physical development. They recognise how it supports all areas of learning. Children have rich opportunities to develop both fine and gross motor skills. For example, they develop hand-eye coordination by using a pipette to squirt water. This supports early writing and self-care skills. Children also refine balance while riding bicycles, improving their coordination and core strength. This supports children in growing stronger and more confident. As a result, children develop crucial physical skills that help them move on to the next stage of learning.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff support children's development through inclusive teaching strategies. For instance, children choose what they would like to sing by selecting a 'song spoon'. This visual aid encourages participation from children who find verbal communication challenging. As a result, all children can express preferences and make good progress.
• Staff recognise children's unique personal skills and capabilities. They use this knowledge to support children's development towards greater self-sufficiency. Children follow the strategies taught by staff to put on their coats. For example, they place their coat on the floor, slide their arms in, and flip it over their heads. This helps children feel capable and become more independent in their self-care routines. As a result, they are gaining confidence that helps them prepare for future learning.
• Children have good opportunities to develop their communication and language skills. Staff use simple, age-appropriate language in context. They repeat words to support better understanding. However, on some occasions, there is an inconsistency in the use of these strategies. This can leave some children without the support that they need. As a result, this can limit how well some children develop their spoken language skills.
• Children demonstrate their understanding of early mathematical concepts through engaging sensory activities. Staff encourage them to name the colours of the flowers they mix into their 'potion'. Children respond with excitement and shout, 'yellow, purple and green!' When needed, staff gently name the correct colour and encourage children to repeat. This reinforces learning in a supportive way. As a result, children improve at recognising colours and feel more confident using basic mathematical terms.
• Staff foster strong partnerships with parents. Parents speak highly of the support and guidance they receive. For instance, staff support parents during meetings with external agencies. This helps parents feel comfortable in sharing vital information. As a result, the right support is provided for children, helping them achieve the best outcomes.
• Leaders and managers work closely with the primary school. Staff meet regularly to talk about the best ways to support children. This strong collaboration ensures continuity in children's care and learning. As a result, children confidently move on and flourish in their next educational stage.

What the setting must and should do next

The provider should:

• support staff to use consistent language and communication strategies to ensure that all children receive the guidance and support they need.