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The provision is good because:
· Staff create a stimulating and exciting natural outdoor area, which  includes amongst many things a bug hotel and a mud kitchen. This ignites children’s sense of wonder and fosters their imagination, exploration and investigation.

· Children are sociable and form special friendships. They learn about appropriate expectations for behaviour through good role-modelling by staff and interesting initiatives, such as ‘The Friendship Tree’

· Children effectively learn about healthy eating, which successfully contributes to their physical well-being. As part of this, they plant and grow herbs, fruit and vegetables.

· Children are safeguarded because management and staff are clear about their roles and responsibilities where child protection concerns arise, and create a safe and secure environment.

· Children’s emotional well-being is ensured because staff are caring and loving. This is strengthened by effective transitions when they are new to the nursery, changing rooms or being prepared for moving on to school.

·  Staff build positive relationships with parents and others, which ensures a shared and continued approach to children’s care, learning and development.

How well the early years provision meets the needs
of the range of children who attend. This is good

An accessible environment enables children to initiate their own play. Staff intervene at opportune moments to support and extend children’s learning. Consequently, children are acquiring skills that prepare them for their future move to school. Pre-school children are engaged and motivated as they play in the garden. They enjoy pretend play while making mud pies, using pots, pans and utensils, and confidently communicate.
Toddlers in the baby room enjoy exploring the texture of sand. Staff support their early language development by helping them to link words to actions and objects.

The contribution of the early years provision to
the well-being of  children is good

There is close consultation between parents and children’s key person from when children start attending. As a result, children’s individual needs are met and they develop secure attachments with staff. Photographs of the key person groups fosters children’s sense of belonging. An inclusive environment welcomes and supports all children.

Children in the toddler room develop confidence in their small and large physical skills.
Meals are prepared daily by the cook, using fresh and locally sourced produce. The weekly children’s choice meal is displayed as part of a healthy eating display. Children learn to do things for themselves, such as, eating with a spoon, drinking from a cup and putting on coats.

The effectiveness of the leadership and management of the early years provision is good

The provider and her long-standing, well-qualified team have a good understanding of the Early Years Foundation Stage. There is strong leadership, resulting in good systems for reviewing and developing the quality of the provision. Many staff have been supported in gaining further qualifications. This means that improvements to the quality of the teaching are well-targeted.

Parents receive good-quality information through displays, newsletters, photograph booklets and daily journals.

Staff closely monitor children’s progress and what they need to do next. They share this with parents and others effectively.

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Opening Times


Full Time or Term Time opening hours:
Monday – Friday 7.45 am – 6.00 pm
Closed Bank holidays and the week between
Christmas and New Year.

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