BarBar Nursery @ Stratford Park

What is it like to attend this early years setting?

Children are content and at ease in this welcoming nursery and show they have formed secure attachments with staff. Young babies are keen to explore the toys and activities and seek out their special adult for reassurance when needed or to show off their achievements, such as when they pull themselves up to standing. Toddlers join in the activities with staff, spending long periods exploring the gloop and sand, saying how 'colourful' it is when staff add colouring for them to mix in. Older children join in with large group activities and are confident to share their thoughts. They talk about the weather being 'cloudy' and 'cold' and decide they need to wear their coats outside to play. The environment is busy but calm, and children show a positive attitude towards their learning.

The manager offers the children a broad curriculum based on the children's individual needs and interests. She makes sure that additional experiences, such as baking and trips out in the local environment, are arranged on different days so that all children have access to them. Staff monitor children's progress carefully and seek early intervention for those who are showing gaps in their learning and development. All children, including those who learn English as an additional language and those at risk of falling behind, make good progress.

Children are keen to play outside in the fresh air and show they are developing their physical skills. Younger children practise throwing balls and climbing up the steps to slide down the slide. Older children enjoy running around and participating in circle games.

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

• Management has reflected on practice and made improvements since the last inspection. Staff interact well with the children and overall, offer them challenging activities to support their progress. Staff are quick to identify when children need extra support, liaise with parents and professionals, and put in place plans to help them catch up. Children who learn English as an additional language have their backgrounds reflected and respected in the nursery.
• Children's behaviour is very good. Young children learn to wait their turn when they choose the 'song spoon' at singing time. Staff praise them for their achievements, and this helps boost children's self-esteem. Older children show they know the rules of the group. They take it in turns to stir the mixture when baking and pass around the cake cases to put in the tray. They line up to go outside and put their hand up when they want to contribute to group discussions.
• Staff support children's communication and language effectively. They reinforce simple words with the young children and offer a narrative during their play. All children are keen to join in with singing and story time, and with staff singing during routines, such as when young children wash their hands. Older children are confident talkers. They name the ingredients they have used for making their cakes, showing they recall prior knowledge and talk about what they may need to decorate the cakes when they are cooked.
• Overall, children develop good levels of independence from a young age. Young children are encouraged to feed themselves and drink from open cups. Older children serve their food and carry it to the table, and they put their coats on to go outside to play. This helps them develop some of the skills they need for their next stage in education.
• Partnerships with parents is good overall. Parents report that their children have made very good progress at nursery, particularly with their confidence and language. They say that staff know their children's interests well and support their next steps through the activities provided. However, on occasion, staff do not fully engage parents in understanding the importance of supporting children's personal self-care skills in readiness for school.
• Staff promote children's mathematical development well overall. They use simple mathematical language with young children, such as 'big' and 'full'. Older children confidently count the number of children in different groups and recognise which group has more children. However, staff do not always think of additional ways to challenge them, such as by introducing numerals and more interactive sessions, to extend their learning further.
• Staff report they feel supported by management and can approach them at any time for help and advice. Staff have attended mandatory training and have a thorough knowledge of safeguarding and child protection issues. They have access to additional training that has enabled them to introduce new ideas into the nursery to promote children's development further. For example, staff report they find out more details about children's home languages and key words they may need to help children settle into nursery.

What the setting must and should do next

The provider should:

• improve information sharing with parents about the importance of children learning to manage their own personal needs in readiness for school
• help staff find additional ways to challenge and extend older and more able children's mathematical development.