Bambam's Nursery Ltd

What is it like to attend this early years setting?

Children enjoy their time at the nursery. They arrive happy and settle quickly with staff, who they are familiar with. Although parents no longer come into the nursery, staff talk to them each day about what their children do. The online system tells parents about their children's day and what they learn. Children feel safe and are confident, motivated learners. Behaviour is good because staff teach children simple rules. This helps children to understand about the consequences of their actions on others. Children form close relationships with their friends. They learn to share and cooperate well with each other.

Children's well-being is a strong feature in the nursery. The staff are kind and warm. They respond well to any minor distress that children may have. Children learn how to deal with their emotions as staff provide reassurance and comfort. Children are learning to become independent in their own personal care. Staff gently remind them to wash their hands and cough into their sleeve. Children understand that this is to stop the spread of germs. The curriculum has a sharp focus on the skills children will need to be successful in their next stage of learning. Activities take account of children's interests and what they like to do. This means that children engage in play and learning throughout the day.

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

• Leaders and staff have a shared vision of what they want children to learn. Staff obtain information from parents and their own assessments about what children know and can do. This enables staff to plan effectively for children's next steps in learning. Staff liaise with local schools and external agencies to take account of what children need to learn. This helps to prepare children for the move on to school.
• There is a sharp focus on building children's speech and language skills. Staff take time to listen to what children say and provide opportunities for them to respond. Children are learning to make decisions about their own play and learning. They use their past experiences and what they know to build their imagination as they create their own games. For example, when they build a plane to take them to Cyprus and Egypt, they know they will need sun hats and use these as props. Children recall recent events, such as when the Christmas Elf visited and 'played on the swing'. That said, on occasion, some activities lose focus on the learning outcome. This means that children do not always make the very best progress they can.
• An experienced staff team ensures children who may have special educational needs and/or disabilities receive good support. A range of strategies, including individual time, means that children have the best possible start in their education.
• Children's physical skills develop during play indoors and outdoors. They use natural materials to help them learn. Children explore how ice changes when they paint onto it in the outdoor classroom. They smile as they watch the colours mix. They handle tools as they hammer nails into large foam strips, break the ice with small rakes and gather it together. They concentrate as they look closely at the crystals they can see in the ice.
• Staff are skilled in teaching children how to behave. Children concentrate in small activity groups. Children begin to develop an understanding of early mathematics. Some older children count to 10. They are learning about simple addition and subtraction as staff pose questions, such as, 'What if one is taken away?'.
• Children enjoy a social and healthy lunchtime. The nursery has a coloured-plate system that denotes if a child has a specific dietary requirement. This helps to keep children safe. Staff sit with the children to supervise them and engage with them in conversation. They ask questions to encourage children to think, such as, 'Why is the food steaming?'.
• Staff receive regular supervision with leaders. They are aware of their roles and responsibilities. Professional development is accessible online and through face- to-face training. This builds on staff's existing skills and continues to improve the quality of the care and education. Leaders place a strong emphasis on the well-being of the staff team.
• Parents report that partnership with the nursery is good. They receive daily information about what their child is doing and the progress they make. This helps parents to support their children's learning at home.

What the setting must and should do next

The provider should:

• consider the most effective ways of teaching throughout the day to ensure the best possible learning outcomes for children are consistently achieved.