WillowTree Nursery Portsmouth Limited

What is it like to attend this early years setting?

Children happily separate from their parents as they enter this warm and welcoming nursery. They independently find their named peg to place their bag and coat on. Children display a strong sense of belonging and show that they feel safe and secure. For example, children spontaneously sit on the lap of staff members and cuddle into them. Children smile and giggle as staff make them laugh, showing genuine warmth and kindness. Babies pull themselves up to standing using the arms of staff members, looking at them with a cheeky grin as they do so.

Children benefit from a fun and stimulating curriculum that is designed to meet their individual needs. Older children happily recite their 'daily affirmations', such as 'I am strong, I am loved, I am curious, I am kind'. Staff identify what children need to learn next and then plan a suitable range of learning experiences to help them work towards them.

Staff ask children what activities they would like to carry out. Children become excited as they say they want to make modelling dough. They enjoy working together to make dough, and talk of how they will use 'tartar cream'. Staff encourage children to think about how to solve problems. They ask questions, such as what tools children can use to sweep up spilt salt. Through these self-directed tasks, children build confidence in their abilities and demonstrate a sense of pride in their accomplishments.

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

• The knowledgeable managers lead their team well. They are effective role models for staff, and they demonstrate friendly and supportive interactions with children. Staff cheerfully talk of how the managers support them well, and that nothing is ever too much trouble. The regular occurrence of individual and team meetings mean that staff feel valued and supported. Staff well-being is a priority at the nursery.
• The managers encourage all staff to attend frequent training opportunities to improve their knowledge and practice. Staff choose courses that will help to support children in their key groups, using additional funding appropriately. For instance, recent training on supporting children's emotional development has supported staff to have a consistent approach when dealing with unwanted incidents. Overall, children's behaviour is good. On occasion, some children struggle to maintain concentration during activities due to the size of the group. At these times, staff are not fully effective in supporting children to gain the skills they need to listen and engage well.
• Staff support children well to develop an understanding of how to manage their own self-care needs. For instance, staff encourage toddlers to wash their hands after eating fruit. Toddlers enjoy using small steps to climb up to the sink in the room to wash the stickiness away. They are familiar with the routines that staff have taught them. Children happily dry their hands when they have finished, with smiles on their faces. This helps children to have a good awareness of personal hygiene.
• Children with special educational needs and/or disabilities make good progress. Staff recognise when children need additional support. They work effectively with external agencies and local schools to support children's learning. Staff skilfully adapt activities, as appropriate, to ensure that all children can have their turn. For example, staff use simple sign language to ensure that children can understand instructions effectively.
• Staff promote children's communication and language skills well, They model new language, such as 'germination'. Children show high levels of enthusiasm and concentration as they make use of all the interesting resources. For example, children carefully place sunflower seeds into pots. They squeal with delight as they use a watering can to water the seeds. Staff praise children's efforts, helping them to develop their self-esteem and confidence.
• Children who speak English as an additional language are supported to develop their language skills and sense of belonging in the nursery. For example, staff work with parents to provide children with a booklet that shows photos of family members and objects of interest. Staff ask parents to provide words in their home language, and they share these words with children.
• Partnerships with parents are good. Staff build strong partnerships with parents, who describe staff as being friendly and very helpful. Parents comment on how their children very much enjoy attending the nursery. Staff offer parents advice and guidance. For example, they provide ideas about toileting and how to provide nutritious lunches. Parents appreciate the support given to them by staff.

What the setting must and should do next

The provider should:

• strengthen staff's skills in supporting children to remain interested and involved and develop their listening skills during group activities.