Barbar Nursery Ltd

What is it like to attend this early years setting?

Children flourish at this nurturing, homely nursery. Children have strong bonds with their key person. They show they feel safe and secure. Staff know the children very well. Babies are quickly settled if they become upset. Staff know how to best meet their care needs. Toddlers cuddle up with staff and listen to their favourite stories. Older children confidently seek out staff to ask them for help or tell them about their learning.

The manager has worked hard to support her team to make improvements since the last inspection. Staff have developed and improved their practice to ensure that they provide the children with the best learning environment. Staff follow the children's lead for learning. They use the interests of the children to formulate a strong curriculum where children learn and have fun. Babies confidently explore their playroom and engage with favourite toys. Toddlers use their senses to explore messy play with animals. Staff play alongside and sing 'Old MacDonald'. Children smile and make animal sounds. Older children dig in the sand and excitedly share with staff when they find 'diamonds'.

Parents speak highly of the nursery and the support the staff provide. They report that their children love attending and are making good progress. Parents express how the staff are very inclusive of all their children's interests and needs and these are used to inform their learning.

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

• The manager and staff provide children with special needs and/or disabilities (SEND) and English as an additional language with a learning environment supportive of their needs. The manager works closely with outside agencies and parents to ensure that children receive the best support. Funding is used effectively, tailored to the needs of the children. The manager has provided some children with extra sessions and others with specific learning resources. All children make good progress from their starting points.
• All children display very good behaviour. Babies look to each other and smile, sharing excitement during story time. Toddlers work together as they serve 'ice cream' to their friends from the playhouse. Toddlers wait in line and say 'thank you'. Older children help their friends when they need support. They excitedly blow bubbles together. They offer their friends a turn and hold the bubble pot for them. Children are kind and respectful of others.
• All children are provided with various opportunities to learn and develop independence. Babies are offered choices in their play and are supported to finger feed at mealtimes. Toddlers independently access their drinks and confidently make choices. Older children serve their own lunches and meet their personal care needs. Children are confident in their play, self-help skills and choice-making.
• Older children learn to be creative and be critical thinkers. They excitedly engage in an obstacle course activity. Staff ask the children 'how' they can adapt the equipment and 'why' they think this is a good idea. Children are eager to share their ideas and trial them to see if they work. However, on occasion, children are not sufficiently challenged to develop their thinking even further. Some children become disengaged and move to a new activity.
• Staff skilfully weave mathematical language into all areas of play and learning. Younger children count pictures in books alongside staff and begin to label colours. Older children make a 'garage' for their cars from plastic bricks. Staff talk about 'big' and 'small' and ask the children 'how many' cars they think they can fit in. Children confidently begin to use mathematical language in play.
• Staff provide children with an environment that is rich with language. Babies enjoy listening to the 'Gruffalo' story. They eagerly label 'mouse' and 'fox' when they see them in the book. Staff use words like 'delicious' when describing the babies' snacks. Staff in the toddler room provide children a narrative during their play. They ask them why things happen. Older children discuss with staff how they could climb the tree in the garden. They eagerly recall what they have used at home with their parents to create a tree house. Children learn to be confident communicators.

What the setting must and should do next

The provider should:

• support staff to sufficiently challenge older children to remain engaged in activities to ensure they achieve the goals they are capable of.