The Nest Nursery Lime Tree

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happily at the nursery and are welcomed by friendly staff. Children have good relationships with staff and settle quickly into play.

They make independent choices about their play from a range of nature-based resources. Children behave well. Staff have high expectations for children's behaviour and any issues are dealt with gently and swiftly.

Children receive praise throughout the day and staff explain to children why they are being praised. This helps children to understand expectations.Children show awareness of how to dress for different weather as they talk to staff about how they need coats when t...hey get ready to go outdoors in the cold.

The outdoor area has been thoughtfully constructed at different heights, with various natural surfaces. Children use chalk on the stone ground to draw, walk through mud to climb wood frames, and walk through bark to step up to a wood house for role play. This allows children to exercise both large and small muscles while experiencing nature.

Children have access to a breadth of learning opportunities. Children dress dolls and put them to sleep in the hammock. They climb into the sandpit and use spoons to dig.

Children enjoy making a 'curry' in the mud kitchen, using real life pots and spoons. Staff actively play alongside the children and support their thinking skills. This helps children develop an understanding of the world around them.

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

Leaders provide a well-planned curriculum across all areas of learning. They consult with parents about their children's interests, and incorporate these into their planning. Staff plan activities to build on children's curiosity and allow them to experience the natural world, both indoors and outdoors.

This means children's learning and development is supported well.Staff comment on the approachable nature of leaders and say that they feel happy and supported in their roles. For example, they have allocated time for planning.

Leaders also adjust the timetable to support the staff's personal circumstances. This support has a positive impact on staff well-being and helps to create a positive learning culture.Staff show an interest in children's conversations about their lives when children talk about what they enjoy doing at home.

Staff ask questions and show excitement to encourage children to engage in discussions. This builds on children's speaking and listening skills and confidence.Children develop their independence.

For example, they are able to wash and dry their hands and put on their coats. All children, including babies, are supported to serve their own lunches. This builds children's self-esteem and prepares them for their next stage in learning and development.

Parents praise the nursery and feel they are involved in their child's learning. Parents participate in regular discussions and feedback on their child's learning. For example, during the 'focus week' for their child, parents contribute to setting targets.

This allows for continuity of learning at home.Staff help children to develop a love of reading. They select a book to focus on and display it as the 'book of choice' to support children's interest in books for each age group.

Children interact with a story about a caterpillar turning into a butterfly. They join in enthusiastically with repeated parts of the book. This means children's early literacy skills are being developed.

Children with special educational needs and/or disabilities receive good support. The nursery special educational needs coordinator (SENCo) reviews and plans for children's targets. She is further supported by the lead SENCo for the group of nurseries, to provide the best possible strategies to ensure that children are receiving the help they need to progress.

Children have a positive attitude towards their learning. Staff engage children through activities that capture their interests. For example, they have developed a construction area outdoors, which supports the children's interest in vehicles.

Although children generally enjoy the learning activities on offer, at times staff do not always identify and respond to teaching opportunities to extend children's learning to the highest level.Leaders are knowledgeable about early years education and are passionate about children's development. They are committed to professional development and training for staff.

Staff are provided with regular opportunities to improve their knowledge and skills. However, training and professional development opportunities are not yet sharply focused on supporting staff to fully understand and consistently implement the curriculum to raise the outcomes for children even more.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have secure knowledge about safeguarding. Leaders ensure that all staff receive ongoing safeguarding training. Staff know how to identify and respond to any signs that might suggest a child is at risk of harm.

Staff understand safeguarding processes and how to report any allegations against a member of staff. Staff carry out risk assessments regularly throughout the day, both indoors and outdoors, to ensure that children play in a safe environment. Risk assessments are also carried out before going on outings in the local community.

Effective procedures are in place for the recruitment and induction of new staff. This helps to keep children safe from harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to identify and respond to teaching opportunities during children's play, to extend their learning to the highest level sharpen the focus of training and professional development opportunities for staff so that they fully understand and consistently implement the curriculum effectively.