Wigwams Nursery

What is it like to attend this early years setting?

Staff are passionate about their roles and ensure that children are central to everything the provision does. For example, children now bring in a lunch box so they are not restricted in their daily routines by sitting down for hot food, interrupting the flow of play. The involvement of families is exceptional. Staff encourage parents to attend forest school sessions to gain an understanding of what their children are learning and how to develop these skills at home, creating consistency. Staff go above and beyond to ensure that children have the best start in life. For example, resources are shared among families so children have access to a wide range of experiences.

Staff ensure the curriculum is ambitious and supports the individual needs of all children, particularly those with special educational needs and/or disabilities (SEND). They carefully consider the mental well-being of children. For example, they recognise that children need quiet spaces to regulate their emotions and provide dens and sensory areas. As a result, children take responsibility for their own feelings and behave impeccably. Staff have high expectations for children. Planned experiences help children to recall activities they have undertaken at home. For example, children excitedly comment on animals they have seen at the zoo, when reading stories.

Children are extremely independent as staff provide multiple opportunities for them to make decisions for themselves, for example, choosing when to eat and sleep. Children recognise the importance of physical and mental well-being, with staff placing a big emphasis on being active indoors and out. Children visit local fields to climb and roll down hills, explore climbing frames inside and jump off cushions and beanbags onto safety mats. Children show remarkable compassion and respect for each other, for example, by helping friends carry heavy buckets of water.

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

• Leaders are tremendously passionate about the curriculum and apply their knowledge across a wide range of approaches, which highly motivates the staff team. This enables them to implement a robust and exciting curriculum for children. Staff explain that they feel valued and supported. The provider ensures that staff receive regular appraisals and training sessions to support their professional development. For example, staff have opportunities to visit other settings and Early Excellence centres to observe and learn about different approaches, for example Jabadao. This helps to ensure a consistently exciting and outstanding quality of education.
• Staff have a strong understanding of the leaders' visions for the curriculum and plan activities to promote challenge and build resilience. There is a big emphasis placed on children's rights, and children are confident learners, showing the utmost respect for each other and adults.
• Parents speak highly of the setting and comment on how empathetic and patient staff are. They exclaim they wish they had found it earlier. Parents feel their children are settled and safe when attending. This results in calm and relaxed drop-off and pick-up times, where children separate from their parents exceptionally well. Staff keep parents up to date about their child's development and next steps in learning.
• Partnership working is wonderful. Home visits are conducted before children start, and staff use these opportunities to build positive and collaborative relationships with families. This results in tailored support being put in place to ensure the high-quality care and education is easily accessible to all.
• Staff are extremely enthusiastic and celebrate children's individual achievements. Staff speak with pride about children progressing in their development and demonstrating new skills, for example being able to walk independently from one side of the room to the other.
• The setting makes significant links with the local community and supports children to understand the wider area. Children attend regular visits to charity shops to donate toys and to the local grocers to choose fruit and vegetables for snack. Staff recognise the importance of regular access to outdoor opportunities for all children, giving them well-rounded experiences that they might not otherwise have.
• Children with SEND are supported fully with key persons engaging regularly with parents and multi-agency professionals, such as speech therapists, to share ambitious targets and outcomes for children. Staff work to share Makaton sign language with parents so children's communication development is supported at home. This ensures children make fantastic progress, gaps in learning are closed and they do not fall behind their peers.