The Orange Tree Day Nursery @ Stoke

What is it like to attend this early years setting?

Children are happy, safe and settled in this nurturing environment. Staff know the children well and use this knowledge to support their emotional needs. Staff provide stimulating activities that reflect children's interests. They support children's development across all areas of learning. Staff provide opportunities for children to use their imagination and explore the outdoors. As a result, children are enthusiastic learners who are keen to try new things. This prepares them well for their next stage in education.

Staff gently implement rules and boundaries. They support children to resolve minor conflicts and share different resources with their peers. This helps children to behave well and show respect towards others. They develop independence and confidence through positive routines and interactions. Staff regularly assess children's progress. They quickly identify any areas of concern and set targets to help close these gaps. This helps children access the early or ongoing support they might need.

Staff praise children regularly, and children proudly showcase their hard work. Staff offer guidance and are good role models. Children relish the sense of achievement with tricky tasks, such as using a funnel for the first time. This helps to build the children's self-esteem and confidence.

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

• The leadership team is committed to continuous improvement, demonstrating a clear understanding of the setting's strengths and areas for development. Staff receive regular training and support, which enhances their practice. Staff say their well-being is a priority and there is a positive, open culture to share any concerns. Staff work well as a team and there is a strong feeling of mutual respect.
• While the planning of the curriculum is broad and ambitious, staff are continuing to develop how they implement and embed it into their everyday practice. Staff need to build more clearly on what children already know and can do. For example, staff want to teach young children about the life cycles of animals. However, the activities they plan are too difficult for the age and stage of children participating. Consequently, children quickly lose interest and wander off. This does not maximise their learning potential.
• Children benefit from a wide variety of fresh, healthy, home-cooked meals and snacks. Allergy management strategies are secure. Children have access to fresh drinking water throughout the day. This promotes children's positive attitude to healthy eating habits in the future.
• Although mealtimes are calm and orderly, they are relatively quiet and children lack the social opportunity to share their thoughts and ideas. Staff do not always offer and encourage children to have enough meaningful interactions during mealtimes, which would promote their early language and conversation.
• Support for children with special educational needs and/or disabilities (SEND) is good. Staff engage with other professionals and use different strategies to support children's learning. Staff respond to challenging situations well. Staff are calm and clear in their approach to children with SEND.
• Staff understand their roles and responsibilities to keep children safe. They regularly complete headcounts as children move throughout the nursery. The premises are secure. Children enjoy exploring nature, engaging in physical play and participating in outdoor learning experiences. This promotes children's creativity, problem-solving and social interactions.
• Parents receive regular updates on their children's progress through an online app, during meetings and in verbal handovers with staff. Staff offer helpful guidance and ideas for supporting learning at home. Leaders are keen to quickly resolve any parental issues and respond in a timely manner. They reflect closely on practice and take swift action if they need to.
• Children with English as an additional language are supported effectively. Parents are actively involved in supporting language development, and staff encourage them to share key words from their home language. Staff use clear communication, gestures and visual resources to help children understand and feel included.

What the setting must and should do next

The provider should:

• offer further support and monitoring of staff teaching practice, so that they implement the curriculum clearly and in a way that builds on what children already know and can do
• enhance the use of mealtimes, so that children benefit from meaningful interactions that support their early language.