Wise Owls Nursery

What is it like to attend this early years setting?

The setting is in a rural location where children benefit from the surrounding countryside. Outdoor play is an integral part of children's experiences, where they climb, run, balance and explore nature. Children enter the setting with big smiles and separate from parents and carers with ease. They enthusiastically explore the well-planned learning environment. They are happy and settled in this nurturing environment.

Children form secure attachments with staff, who are caring, respectful and act as positive role models. All children are enthusiastic and motivated learners. For example, babies develop their fine motor skills while using twigs to paint autumnal pictures. Toddlers show deep concentration as they use scoops to pick up pom-poms and shout, 'I did it!' when they succeed. Older children enjoy using magnifying glasses to look for minibeasts in the woodland area.

Children develop good physical strength and control of their bodies. They illustrate this as they enthusiastically jump and splash in puddles and show absolute delight. Children display their excellent knowledge as they identify that they can see their reflection in the puddles.

Children listen attentively to stories read by staff in an animated and engaging way. They become familiar with the language and vocabulary of the 'book of the month'. This helps to promote a love of books and reading. Children are very well prepared for their next stage in learning and their move to school, when the time comes.

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

• Following the previous inspection, leaders worked with early years advisers and the staff team to consider the improvements needed. Together, they have established a well-considered curriculum that supports children to progressively learn more and do more.
• There are regular opportunities for staff to access professional development opportunities. However, staff supervision sessions are not used effectively enough to address issues relating to improving staff's practice. For example, not all staff talk to children in a way that challenges their thinking skills. Sometimes, interactions are not skilful enough to stretch children's communication and language skills.
• Parents speak highly of the setting. They comment that their children are eager to come to nursery. Parents appreciate the good communication, for example, through regular newsletters. They state that they are aware of what their children are learning at the setting and how they can extend this at home.
• Staff plan a broad curriculum to build on what children know and can already do. They use children's interests to plan engaging activities. For instance, children show an interest in finding out about different breeds of birds. Children beam with delight as they use binoculars to look closely at birds in the garden. They refer to a reference book to see if they can identify the different birds. This helps children to learn about the natural world and to develop a respect for wildlife.
• Children are encouraged to develop independence with their self-care. For example, young children confidently use the tissue station and mirror to clean their noses. Older children confidently do things for themselves without being asked and ask for help when they need it.
• Children are learning the importance of leading a healthy lifestyle. They enjoy healthy and nutritious meals and engage in outdoor energetic play. Children are beginning to understand the importance of handwashing. For example, children know to wash their hands after playing in the garden. Staff explain to the children how cleaning can help to get rid of germs.
• The well-being of staff is given a high priority in the nursery. For example, managers are trained as mental health first aiders. Staff say they feel valued and enjoy working at the nursery.
• Staff provide a language-rich environment that builds on children's vocabulary and understanding. They introduce new words into children's play. For example, staff discuss the meaning of 'camouflage' during a forest school session. Children then repeat this language back to their friends while hunting for hidden dinosaurs. Children are highly motivated to learn.
• Children are well behaved and show respect to their friends, such as when they take turns and share resources. They demonstrate patience and good manners, for example, as they wait their turn to pour from the jug of milk.

What the setting must and should do next

The provider should:

• continue to build on current arrangements for staff coaching and supervision, to better support all staff to raise the quality of their practice to the highest levels.