Woodentops Abbeville Village Limited

What is it like to attend this early years setting?

Children receive a warm welcome at the nursery gate from familiar, friendly staff. They confidently say goodbye to their parents and carers as they are escorted safely into the nursery. Children learn to be independent. They hang up their own coats and store their bikes and scooters safely outdoors. They are excited to talk to staff about what they have been doing at home. Children have good relationships with staff. They seek cuddles and snuggle in when they need reassurance. Staff know them well, which helps them to feel safe and secure at the nursery.

Children are happy and eager to explore the bright, spacious environment. They are curious about the range of resources, particularly in the outdoor area, where they are keen to explore natural materials and build dens. Older children learn how to care for the environment, such as using food waste to make compost. Staff support them to develop confidence in their movements and to take risks, such as helping babies to use a walker and to climb on wooden frames. Staff have high expectations for children's behaviour. Children are friendly and behave well. Staff remind them to say 'please' and 'thank you' and encourage them to share. They use strategies, such as countdowns, to help children take turns.

Staff know the children's individual needs well and use these to plan experiences that are interesting and fun. Children develop good levels of concentration when activities suit their interests, such as making a track for the trains. This helps children to develop positive attitudes to learning, ensuring they make good progress.

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

• Leaders and managers are ambitious for children's learning. The curriculum is structured well to help children develop the skills they will need when they start school. For example, babies learn to use their fingers to make marks in lentils, while older children have opportunities to develop more control to write their name.
• Observations and assessments are used effectively to identify children's next steps. Staff interact well with children and model how to use the resources to extend children's knowledge, such as how to use tools to roll play dough. There are times when staff do not vary their teaching enough to help all children take part and engage fully in some activities. However, this does not have a significant impact on the progress children make.
• Children learn to make friends and cooperate together. Staff encourage babies and toddlers to take a walk together in the garden, while older children collaborate with each other to build with wooden blocks. Staff sensitively support children who are upset or come into conflict. They talk to children about their feelings, which helps children understand their emotions.
• Children learn about keeping themselves healthy through regular physical activity and healthy meals. They learn to wash cutlery they have dropped on the floor and to take care when carrying jugs of water to the table. Children say they 'need to keep it steady' to avoid spills. This teaches children important life skills for good hygiene practice and safety.
• Communication and language development is supported well. Staff engage children in conversation and model language well, which helps children to learn new vocabulary. Toddlers enjoy joining in with stories and songs. They are excited to name animals, and they make animal sounds. Staff gather key words in children's home languages, which helps children who speak English as an additional language to express their needs.
• Partnership with parents is good. Parents say their children are happy and that they can see the progress they are making. Key persons share information about their children's progress and photos of their play via an online app. Parents attend events that support them to continue their children's learning at home. They say they feel very supported by the staff team.
• Leaders and managers are ambitious and committed to providing high-quality care and education. They identify areas for development, such as recruiting an outdoor play lead practitioner to develop the use of the gardens. Staff feel well supported and receive regular training, which helps them to develop their knowledge.

What the setting must and should do next

The provider should:

• provide opportunities for staff to develop their teaching skills so they can adapt their approach and help children to further engage in their learning.