The Meadows

What is it like to attend this early years setting?

The experienced and well-qualified staff team creates a safe and friendly environment for children. Staff develop close bonds with their key children. They know children well and are responsive to their individual needs. This helps children to feel emotionally secure. Children are settled, confident and engage well in their play. They have positive attitudes to learning. For instance, they demonstrate great patience as they wait for their turn to pour ingredients in an experiment to make a 'volcano' erupt.

Leaders use their excellent knowledge of child development to create a unique curriculum. They focus on promoting the seven areas of learning through the three distinct values of 'healthy body and healthy mind', 'kindness and respect', and 'critical thinking'. Leaders consider what knowledge and skills they would like children to learn during their time at the nursery. These are promoted through a balanced combination of child-led play and adult-guided activities. Topics centred on different countries help children build knowledge over time. For example, children confidently find Egypt on a map and explain the dangers that littering the ocean presents to sea life. Children develop a broad knowledge of the wider world.

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

• Staff plan a range of interesting activities which are adapted to promote learning for all children. Staff refer to children's individual next steps as they set children challenges, such as recognising a number and finding that amount of treasure in the sand. Children make good progress in relation to their starting points.
• Ongoing assessments of development highlight any gaps or delays effectively. Plans are implemented swiftly to ensure the provision is both safe and inclusive for all children. Staff work with other professionals. They adopt strategies to ensure that all children, including those who speak English as an additional language and those with special educational needs and/or disabilities (SEND), make the best possible progress.
• Staff support the communication and language development of children well. They model a range of communication skills through the use of good-quality interactions. These help children to develop their communication skills consistently over time. As a result, by the time children reach the pre-school room, they are able to use impressive vocabulary, such as 'Tutankhamun' and 'sarcophagus'.
• Children are provided with some opportunities to develop independence. They feed themselves and put away their drinking bottles. However, sometimes, staff do tasks for children that they are capable of themselves. For instance, they remove their aprons, wipe their faces and remove lids from their yoghurt pots. This does not provide children with consistent opportunities to develop essential self-care skills.
• Staff and children are extremely proud of the award they have achieved to protect the planet. Children grow their own fruit and vegetables which they use to make meals and smoothies. Staff offer a swap shop for toys, books and clothing to help reduce waste. A range of habitats for insects, hedgehogs and birds have been developed on the grounds. Children learn about their impact on the planet from an early age.
• Children develop a love of books and stories. Staff read to children in an engaging way. Older children look at books independently. Children retell parts of 'The Three Little Pigs' story. They exclaim 'not by the hair on my chinny chin chin'. They re-enact 'We're Going on a Bear Hunt' as they tiptoe quietly around the garden so they do not wake the 'bear'. Children develop good imaginative skills.
• There is a strong focus on physical activity across the nursery. Babies stretch to music as part of their daily exercise sessions. Children balance on the obstacle course and use tweezers to pick up and move pom-poms. Staff, parents and children collectively complete a virtual walk to Cornwall. Children develop the physical skills required for future success.
• Staff use inventive ways to promote positive behaviour. For example, children take a soft toy 'behaviour buddy' home, such as a 'friendly flamingo', 'persistent penguin' and 'helpful hedgehog', to celebrate positive behaviour. Children behave well.
• Parents are very complimentary about the staff and staff's 'personal touch'. They appreciate the communication they receive about their children's learning through the communication app and monthly parents' evening. This helps them to support their children's development at home.

What the setting must and should do next

The provider should:

• ensure that all children are consistently supported to develop their self-care skills.