The Oak Tree Neighbourhood Nursery

What is it like to attend this early years setting?

Babies and children immediately immerse themselves in the stimulating and engaging activities on offer. Older children develop their small movements when carefully pouring sawdust from one pot to another, deeply focused so as not to spill it when using various-sized containers. Younger children enjoy drawing, showing confident pencil grip. They comment on their pictures, saying, 'This is eyes and long hair.' They take pride in what they have achieved, stating, 'This is my mummy.' Babies relish in the sensory experiences of feeling cornflour, showing fascination as highly skilled staff squeeze and let go of the cornflour. They introduce and repeat key words, such as 'squeeze' and 'wet'. All children, including children with special educational needs and/or disabilities (SEND), access a targeted curriculum that staff plan based on children's individual needs. As a result, all children excel in their development.

Children have an excellent awareness of others and the impact of their behaviours on others. Older children take turns when playing small-group games, and they show exceptional patience and perseverance when younger children join the game. Staff allow time for children to manage conflicts and problem-solve. For example, children decide their roles in their puppet show, asking, 'Can I be that next if you go first?' Passionate staff have high expectations and are excellent role models. Babies and children have formed wonderful relationships with staff, and they feel extremely valued, safe and secure.

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

• Managers and staff use their expertise to plan a highly effective and ambitious curriculum. They meticulously plan the environment, ensuring that it is effective in supporting the learning and development of all children. As a result, children deeply engage with their learning experiences.
• Staff use robust systems for observing children's development. They use children's starting points to plan for what they need to learn next. Staff use their exceptional knowledge of child development to naturally take children to their next stage of learning. For example, staff challenge babies when steadily walking up a purposefully sloped plank, testing their balance and strength.
• Staff provide consistent opportunities for babies and children to enhance their communication and language skills. Babies watch intently and babble as staff use sign language and expressive facial movements when communicating. Younger children listen and interact with stories and songs using props, such as puppets. Children share their love of literacy when using the lending library to enjoy books at home.
• Children develop healthy practices. Older children wipe their own noses, and younger children enjoy independently washing their own hands and faces.
• Children have daily access to the outside garden. For example, babies develop their big movements when chalking on the ground, and younger children practise mindfulness when exploring nature.
• Older children revisit and recall previous learning experiences. They refer to photos of recent learning and comment, 'This is a pyramid in Egypt where mummies live.' Younger children show a keen interest in birds they see out of the window and excitedly reach for a bird figure, stating, 'It is a blue and purple bird.' Children recently made bird feeders to encourage more birds to the nursery. Children develop a wonderful knowledge of the world around them.
• There is exceptional support for children with SEND. Staff work with the team, parents and other professionals to ensure the early identification of gaps in children's learning. This enables them to target early support to close gaps and seek additional training, funding and referrals swiftly.
• Managers support staff exceptionally well to ensure that they receive the support to feel empowered in their roles. Staff report high levels of well-being. They undertake specific training that further enhances their skills and knowledge. For example, staff have recently completed training about two-year-old children to ensure that they support children to reach their full potential.
• Parents comment on their strong partnerships with staff, reporting that staff 'genuinely care' about their children's needs and learning. They can see the impact of teaching on their children's learning and how this supports them to make excellent developmental progress.