Bambooh Nursery

What is it like to attend this early years setting?

Children settle quickly when they arrive and confidently say goodbye to their parents and carers. Staff warmly welcome children and give them time to share any news they want to share. Children quickly learn the daily routines. They show confidence to collect their food and water bottles ready for snack time and they happily settle down for a rest after lunch. Children benefit from the staff's encouragement as they play and this promotes children to be confident and to challenge themselves. Staff show two-year-old children how to manage the steps up to a platform and slide. When they reach the top, children smile as staff praise them for their achievement.

Children behave well and they are excited to take part in the activities. They listen intently to stories read by staff, and eagerly talk about the pictures and what is happening in the story. Staff plan the curriculum effectively to support children to make the best progress they can. Children take part in activities that extend their social skills and they work together well as they play. Children look out for their friends. They invite them to play and clap for their friends when they are successful in finding items in the garden of different colours, such as a yellow daffodil and a black tray.

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

• Since the last inspection, the management and staff team have made changes to address the actions raised. Managers support staff to reflect on their practice and identify their own priorities for their professional development. This contributes to children receiving consistently good interactions as they play. Management have raised the profile of safeguarding at the nursery. Through training and regular discussions, staff speak confidently about the procedures for managing any safeguarding concerns that arise.
• Staff are mostly effective in developing children's communication and language skills. They talk to children about what they are doing, and they ask the children what songs they would like to sing. Staff introduce descriptive words to the children to help extend their vocabulary. However, occasionally some staff speak very quickly to children and give them lots of information at once. This results in children not knowing how to respond.
• Children benefit from the staff's positive interactions as they play with them. Children are curious and motivated to join the activities staff lead. For example, two-year-old children are excited to explore paint to create pictures and mix the colours with their fingers. They sing songs and play with puppets, waving their hands around to make the puppets move as they sing. Three-year-old children play with water. Staff encourage them to extend their explorations as they pour water from one container into another and add leaves and twigs that they find.
• The staff team work well together and use their initiative to ensure children's needs are met. The organisation of the daily routines is mostly managed well. However, sometimes, children's learning is interrupted when staff, who are interacting with them, are called away because their colleagues are busy completing routine tasks.
• Staff help children feel emotionally secure at nursery and children clearly show positive relationships with the staff. Staff promote children's independence. They talk to children about the importance of drinking plenty of water, washing their hands before mealtimes and they support children to make choices about what they do.
• Children quickly learn about the expectations for behaviour. Staff follow a consistent approach and they give clear instructions, so children know what to do. Staff work effectively with children, through discussions and stories, to help them to begin to recognise and manage their feelings in appropriate ways.
• Staff develop positive working partnerships with children's parents. This results in children receiving a consistent approach to their care and development. Staff find out about what children do at home and plan activities to broaden children's experiences. Parents comment on how friendly and supportive the staff are. They speak about how the staff have helped their children make progress in their confidence and social skills.

What the setting must and should do next

The provider should:

• help staff to develop skills, so that they promote and encourage children's conversational skills
• improve the organisation of activities, so that staff can continue interacting with children and promote their learning without being distracted with other routine tasks.