Baby Brook Nursery

What is it like to attend this early years setting?

Children love coming to this calm, inviting and spacious nursery. They are happy and well cared for by the nurturing staff. Children, including children with special educational needs and/or disabilities (SEND), learn well. Children develop new knowledge because of the skilful help of staff. They keenly explore the range of meaningful learning activities that staff provide, and babies are eager to investigate how their bodies move, such as when they pull themselves up on the soft play furniture.

Children feel safe at the nursery; for example, babies wrap themselves around their favourite key person. Staff successfully teach older children how to act safely. For example, children learn to hold hands and stay close to adults when undertaking educational visits to the local primary school and shops.

Children live up to leaders' and staff's high expectations. They know the rules of behaviour; they strive to try hard like Elsa elephant and look after resources like Gina giraffe, who are two of the setting's mascots for good behaviour. Staff expertly help children to respect other children.

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

• The manager ensures that children develop the language, confidence and physical abilities that they need to flourish at the nursery. She has developed her curriculum carefully, making sure that staff help children to build on what they already know.
• Staff chat with children gently and supportively. They recognise and acknowledge children's early attempts at words, including in the baby room. This helps children to use words to convey their ideas and feelings well. Staff identify gaps in children's language so that they know what to teach children next. However, on occasion, some staff incorrectly explain letter sounds to children. This prevents some children from learning the sounds that letters represent when they are ready to learn to read.
• Staff sing songs and rhymes and read books frequently with children. They share stories with children enthusiastically as they sit and snuggle together on the floor. Staff help children to remember book knowledge, for instance by re-reading familiar stories over and over. Children delight as they shout out repeated refrains from stories that they have learned. They develop a love of books, rhyme, song and language.
• The manager regularly reviews the staff's practice and guides them to improve their work with children. Staff receive valuable training that helps them to understand the areas of learning that they teach. This enables staff to arrange well-thought-out learning activities for children that enable them to develop the knowledge that they need to learn.
• The manager and staff promptly and accurately identify children who may have SEND. The manager has developed excellent working relationships with a range of professionals to ensure that these children receive the help that they need. Children with SEND are fully included in activities and learn the curriculum well.
• Staff provide a healthy diet for children. The on-site cook prepares fresh, nutritious meals that children thoroughly enjoy smelling and eating. Staff talk with children about the fresh foods they are eating. Children learn about making healthy lifestyle choices. Babies learn how to grip and lift spoons through well-considered, playful learning activities. This helps babies to learn how to feed themselves at mealtimes.
• Staff help children to be physically active. They encourage children to try challenging movements, such as pushing the pedals on a bicycle or sliding down the climbing pole. Children become confident, agile and physically able. They develop their core strength and coordination.
• The manager works with parents very effectively. Parents appreciate the high-quality information that staff share to keep them informed of their children's progress. This helps them to support their children's learning at home.

What the setting must and should do next

The provider should:

• improve staff knowledge of how to teach children the sounds that letters represent when they are ready to learn to read.