Linden Tree Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children and parents receive a warm welcome by a member of staff from the child's room when they arrive.

Staff gather information from parents as they hand their child over, which helps staff understand how to tailor the child's care and learning. Staff are nurturing and kind, which helps children to feel valued and secure. Children show that they are happy as they explore, confidently interact with each other and staff.

For example, children investigate materials such as flour, sand and soil. Younger children show good curiosity as they explore how to place shapes onto a peg board and turn them to see how they move. O...lder children work out how to get the consistency of play dough right.

Children speak confidently as they talk about what they like most at nursery.Children learn to play alongside their friends. They are supported to learn about feelings.

For example, staff talk to children about having 'kind hands'. Children manage their personal hygiene needs well for their age. They are growing in independence.

For instance, they learn to put on their coats and shoes. Children use numbers spontaneously in their play. They learn mathematical concepts, such as 'big', 'small' and 'straight line'.

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

Staff use children's interests to arrange the learning environment. They provide a varied curriculum, both indoors and outdoors, to enhance children's learning. However, sometimes staff do not use opportunities well, to ensure that children are supported to stay engaged and focus on purposeful play and learning.

Staff give children's communication and language development high priority. They model language well. For instance, they speak clearly to children, ask questions, and give them time to respond.

Staff encourage children to listen to each other, which allows them to share their thinking and ideas. They support children learning English as an additional language well. For example, they gather words and phrases from parents in children's home language.

Staff who speak the same language as children converse in both English and the children's home language. As a result, children make good progress given their starting points.Older children enjoy making play dough.

They develop their strong finger muscles as they manipulate the dough. For instance, they roll, squeeze and pinch the dough, which supports their writing skills. Younger children develop their physical skills well.

They learn to toddle and pull themselves up to stand. Others who are more mobile learn to climb over objects safely.Children develop a love of books and are provided with plenty of opportunities to enjoy books.

For example, younger children cuddle with staff as they listen to stories of their choice. Staff use varied intonation to help bring the stories to life and support children's participation. Older children, who are fascinated about the world, spend time looking at books about planets.

They interact very well as they read and talk about the pictures with staff who effectively extend their knowledge and understanding.Children learn about the importance of oral hygiene. For instance, they brush their teeth after lunch with the gentle guidance of staff.

Children enjoy a wide range of freshly prepared healthy meals and snacks. They enjoy regular exercise, which supports their physical health and well-being.Partnership with parents is strong.

The manager arranges times for parents to discuss information about children's progress and learning. Staff find out about children's interests and experiences from home. They provide parents with activity ideas.

Parents speak highly about the staff team and comment positively about the support they receive to continue children's learning at home.Staff work well together and comment that they enjoy working at the nursery. The manager values the staff team and provides effective support, ensuring staff have regular opportunities for training.

However, management must now continue to seek further ways to help all staff develop a deep knowledge of teaching and learning that consistently supports children in purposeful play.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have a good understanding of their responsibility to safeguard children, which includes whistle-blowing.

They are aware of the signs and symptoms that might indicate a child is at risk from harm or neglect. Staff receive regular safeguarding training, including the 'Prevent' duty. They know the procedures to follow if they have any concerns regarding a child's welfare.

The management team has robust recruitment procedures in place and completes ongoing checks to ensure the suitability of all staff. They ensure rigorous risk assessments and daily checks are completed to make sure the environment is free from hazards and children's safety remains a high priority.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove support to enhance children's focus and attention, while allowing them to explore their own play and learn ideas to the highest levels build on the already good practice and seek further ways to help all staff provide high-quality teaching, to consistently support the play and learning experiences for children.

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