The Lime Trees

What is it like to attend this early years setting?

Children are extremely happy and settled. They are highly motivated to learn and enthusiastically join in with the stimulating activities on offer. During circle time, children are very keen to demonstrate their knowledge of sign language. Staff present children with new signs to learn which they readily copy. Children's behaviour is excellent; they fully understand what is expected of them. All children show a desire to be independent. They politely refuse help, preferring to keep trying themselves. Children consistently interact very well with each other and are kind and helpful. Without being asked, they pick up coats that have fallen on the floor and put them back on their friends' pegs. Children are very well prepared to develop skills for future learning.

Every child's uniqueness is valued. Staff have expert knowledge and understanding of all children's abilities and development. The nursery uses additional funding thoughtfully to address gaps in learning and help children catch up. Staff know some children do not have access to outdoor play at home. Staff hold weekend sports activities to promote and encourage children's developing physical skills. Children's health and well-being are given the highest priority. All children spend considerable amounts of time outdoors. Pre-school children thrive in the enticing forest school area. They giggle with delight as they actively engage in a game of hide and seek. Children excitedly shout, '1,2,3 we are here' as they crouch behind trees and bushes. Staff supervise children as they confidently navigate slopes, make a rope bridge in the trees and create beds out of twigs and leaves for their 'forest friends'. Children undertake risk assessments with staff to ensure the woodland area is safe to play in.

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

• Staff have a firm understanding of the curriculum. They skilfully engage with children, providing correct levels of support. Staff know exactly when to interact with children to build on what they already know and can do. They step back, allowing children to share knowledge with each other as they mix paint in spray bottles. Staff notice children are trying to make 'rainbow colours.' They pose thoughtful questions to children helping them consider how to do this.
• Children demonstrate a deep love of books. They access story time both indoors and outside. Staff read with great enthusiasm. Children fully engage as they listen, confidently suggest ideas and ask questions. Staff speak very clearly using a rich range of vocabulary which children delight in repeating.
• Children from disadvantaged backgrounds and those with special educational needs and/or disabilities receive exceptional support. For example, staff have highly effective partnerships with external agencies. This ensures children achieve the best outcomes. Leaders have recruited a speech and language therapist to offer a higher level of language support. Children make excellent progress from their starting points.
• Children develop a wealth of independence skills. For example, after lunchtime, children enthusiastically wash their dirty plates. Even the youngest children know the daily routines and are motivated to have a go. They confidently self-register and helpfully tidy away what they have been playing with. Children are developing a secure foundation for their future learning.
• Staff use every moment as an opportunity for children to learn. Children are very well supported in their mathematical development. Staff question children about position, amounts and number. For example, children independently count how many of them are present. They follow directions from staff and move their heads up, down and side to side. Children confidently use mathematical language in their play.
• Children's learning opportunities and outcomes are further enhanced by the highly committed staff team. They consistently follow the children's lead and encourage them to problem solve and experiment. For example, children show high levels of perseverance as they connect tubes. When attempts fail, children tell staff 'don't worry, you have to keep trying'.
• Parental feedback is overwhelmingly positive. They state staff are 'amazing' and children are developing skills they need for school. Home learning is a big focus, and parents state children are given 'extension' bags which contain resources to support their child to learn at home.
• Leaders and managers strive to provide the best early years experience for each child. They go above and beyond to provide opportunities children would not normally receive. Children are taken on trips to visit an art museum. They learn about artists and experience sculptures and artworks first hand. Staff say they are valued and supported. Children benefit from a company who invest in the well-being and development of their staff.