Wrea Green Pre-School Nursery

What is it like to attend this early years setting?

Children benefit from a nurturing and inclusive environment that reflects the nursery's distinctive ethos of care, respect and curiosity. Leaders have created a safe, welcoming space where children quickly build confidence and positive relationships with both staff and peers. Children are happy, settled and secure. They enjoy regular access to both indoor and outdoor provisions. The nursery is situated within the community play area and has access to the allotments. This means that children have plenty of opportunities for exploration, which supports their understanding of the natural world. For example, children enjoy planting, growing and preparing food. This also promotes healthy eating habits and lifestyles.

High expectations for behaviour and opportunities for children to develop their independence are embedded across the nursery. Children respond positively to staff. They demonstrate respect and kindness towards others as they learn the nursery's 'golden rules'. Leaders and staff ensure the environment and routines enable all children, including those with special educational needs and/or disabilities (SEND), to thrive and make progress. The curriculum is carefully sequenced and engaging, allowing children to consolidate skills and make meaningful connections. As a result, children are well prepared for their next stage of learning.

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

• Children explore and make connections across all areas of learning. For example, children grow and prepare their own vegetables. This helps them to develop an understanding of the natural world and healthy eating. This approach ensures children consolidate knowledge and retain skills, preparing them for the next stage of their education.
• All children develop their communication and early literacy skills through daily routines and meaningful interactions. Children with SEND are given strategies to communicate their needs, such as through the use of visual aids and Makaton. Staff consistently implement targeted interventions, assessments and programmes to support children's speech and language development. As a result, all children make measurable progress from their starting points.
• Children benefit from plenty of fresh air and exercise. They access a large play area where they have lots of space to run and play. Children develop risk awareness and confidence as they use the large climbing equipment and wheeled toys. This supports children's physical well-being and resilience in preparation for their next stage of learning.
• Staff have high expectations for children's behaviour. Children learn to manage their behaviour and regulate their emotions through consistent routines and clear expectations. Children respond to 'listening ears' and 'kind hands' reminders and demonstrate resilience, even when frustrated. This promotes positive relationships and supports children's emotional well-being.
• Overall, staff are skilled and attentive to children's needs. They know the children well and adapt their planning to suit individual children's interests and abilities. However, on occasion, quieter children are sometimes overlooked by staff during larger group interactions. Therefore, some children do not consistently benefit from the high-quality interactions that their more confident peers receive.
• Children are developing their independence and self-care skills well. They serve their own snacks, pour their own drinks and follow good hygiene routines. This helps children to understand the importance of good hygiene and supports their personal development.
• Staff receive regular coaching through supervision and training. This enables them to support children's learning and well-being effectively. The strong leadership ensures consistency, supports staff's knowledge and promotes high expectations for all children.
• Children learn about equality and diversity through carefully planned experiences. Staff share books and stories that reflect different families, cultures and communities. This supports children to understand different family make-ups. As a result, children develop respect for differences and are well prepared for life in modern Britain.
• Partnerships with parents are well established. Parents receive regular updates about their children's progress and ways they can support further learning at home. This supports learning continuity and ensures that any gaps in children's knowledge are addressed promptly.

What the setting must and should do next

The provider should:

• support staff to consistently include quieter children during group times, ensuring all children have regular opportunities to engage and participate fully.