Badsworth Nursery

What is it like to attend this early years setting?

Children excitedly arrive at the setting. Friendly and professional staff are waiting to welcome them. Children find their own name tags and choose a peg. This gives them a sense of belonging. Children make good bonds with staff. For example, they will sit on a member of staff's knee to enjoy a story or seek them out for a cuddle after waking up from a nap. Staff show the utmost respect for children. They are respectful of children's privacy and dignity. For example, staff ask permission before changing children's nappies. They ensure that children feel comfortable with a well-known member of staff for intimate care.

Children experience an ambitious curriculum that is well tailored to meet their varying needs. Activities are well planned to spark children's curiosity. There is a wide range of activities available for children to choose from. Children can self-select activities and resources from low-level cabinets. Children become engrossed in their play which supports higher levels of learning and engagement.

Staff ensure they support children to be independent. Children wash their hands with support, if needed, before eating. They are encouraged and supported to put on their own boots and coats. At mealtimes, children use real porcelain crockery and glasses. This supports children to learn how to look after items and provides them with a sense of responsibility.

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

• Parents are overwhelmingly complimentary about the setting. Many families are recommended by friends or family. Parents comment on how impressed they are with the language children use at home. Staff provide parents with ideas of how they can embed learning at home through everyday tasks, such as shopping trips. Leaders and managers plan a range of workshops to support parents, such as to understand about how children learn.
• The setting places a sharp focus on children's communication and language. Staff model language to children and extend their vocabulary through play. The setting believes there are no limitations to the language that children are able to use. Staff celebrate the vast range of words that children have used in context on a 'word wall'. Staff engage in meaningful conversations with children. For example, a member of staff spends time explaining what the word hiccup means.
• Staff complete swift assessments when children first start at the setting. This helps to ensure that any additional help and support needed is identified quickly and appropriate support is provided. Staff engage with a range of other professionals to establish appropriate interventions aimed at supporting children with special educational needs and/or disabilities (SEND). Children with SEND are supported by a range of practitioners, some of whom know these children well. However, agreed interventions are not used consistently. This means that children with SEND are sometimes unable to participate fully in the nursery day and struggle with parts of the setting's daily routines. This hampers their progress.
• Staff support children's early understanding of mathematical concepts. Younger children sing counting songs and are supported to count objects within their play. Older children are taught to recognise numbers through daily routines. For example, tables are numbered at lunchtime and staff direct children to a numbered table.
• Staff manage behaviour well and understand which strategies work for individual children. Staff use a range of strategies to support turn-taking and intervene quickly to help children overcome disagreements. Staff skilfully ensure that the techniques they use are appropriate for the child's level of understanding. As a result, children behave well in the setting and learn to understand rules and boundaries.
• Staff immerse themselves in children's play. They join in with playing in the mud with diggers and engage in dancing games. However, on occasions, outside, practitioners are not on hand to support young children to manage risks, such as using climbing equipment.
• Managers have a clear oversight of the setting and how to support staff. Leaders and managers continually reflect on what is working well and what they need to improve. Staff report high levels of well-being and engage in regular supervisions with the management team. This helps to identify any training needs.

What the setting must and should do next

The provider should:

• use agreed interventions more consistently to support children with SEND to help them to make even better progress in their learning and to join in with daily routines
• review and monitor staff deployment within the outside area to ensure all children are supported to manage and reduce risk for themselves.