Willow Tree Nursery

What is it like to attend this early years setting?

Children settle well and are keen learners. They have strong, close relationships with staff. Staff get to know children well and value each child as an individual. Staff have high expectations of children.

Children engage happily in a range of activities. They develop good creative skills. They use a range of tools and materials such as sequins, tissue paper, glue and wheat to create their own ice creams. This helps children to explore different textures and colours. Children learn to share and to take turns well when using outdoor toys and equipment, such as scooters and balls. They behave in safe ways. They use tools such as scissors with care and caution. Children are learning to walk rather than run indoors, to reduce the risk of accidents. They are beginning to gain a good understanding of the world. Children take part in recycling waste, and staff teach them about how this helps the planet. They plant and grow seeds, and staff teach them how things grow and where food comes from. Children behave well. Staff talk to children about the group rules for behaviour, and children act in positive ways. The curriculum is stimulating. Children make good progress and learn useful skills in preparation for school.

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

• Staff support children's physical development well. Children climb up ladders on slides, balance on scooters and learn to throw and catch balls. They learn good small-muscle control, for instance by using paintbrushes and play dough.
• Children have good communication, language and literacy skills. Staff engage children well in stories by using different intonations of voice and story props. Children practise their language skills as they make spontaneous comments. Staff sing a variety of songs and rhymes to children where they learn new words.
• Children learn good mathematical skills. Staff count objects with children and sing different counting songs and rhymes to secure children's counting skills. Staff help children to identify numbers as they play hopscotch in the garden.
• Staff help children to gain knowledge of and respect for difference. For instance, they ask children to bring in photographs of their families who are of different races and cultures. Staff talk about special religious and cultural events with children to help them to understand the world.
• Staff teach children about their feelings. During morning group time, children sing greeting songs to make each other feel welcome. Staff ask children how they are feeling and children talk about their experiences.
• Staff have good partnerships with parents. They communicate with parents successfully and give them notes each day about their children's care and learning. Staff suggest activities for home learning for children. This helps to keep parents up to date with their children's progress.
• The manager supports staff effectively. She communicates regularly with her staff and knows them well. The manager discusses workload with staff and offers developmental opportunities and support where needed. Staff have attended courses, including a course on autism spectrum disorder which led to greater understanding in this area.
• Staff promote healthy lifestyles for children well. They provide daily opportunities for children to get physical exercise. Staff provide well-balanced meals and snacks and talk to children about the value of eating well. They read stories to children about how to take care of their teeth, to promote good oral hygiene.
• Overall, children enjoy the activities that are led by adults. However, opportunities for children to choose their own activities are not fully developed as there is a tendency for adults to lead most activities.
• Older children have good independence skills, such as being able to put on their shoes and coats. However, younger children have fewer opportunities to learn to do things for themselves, particularly at mealtimes and snack times.

What the setting must and should do next

The provider should:

• build on opportunities for younger children to learn to do things for themselves and consistently develop independence skills
• consider ways to create a better balance between activities led by adults and those led by children.