Barrow Day Nursery

What is it like to attend this early years setting?

Children thrive in this caring nursery. They quickly settle as they arrive, greeted by the enthusiastic and nurturing staff. Children's emotional well-being is supported through the effective transition procedures that are in place and the positive relationships that children form with staff. Staff know children well and are sensitive to their individual needs. For example, staff quickly notice when babies need reassurance and use the strategies that they know are used at home to effectively soothe them. Children feel safe and secure.

Children of all ages demonstrate high levels of confidence. They can independently access a wide range of resources that spark their interest and curiosity. Children explore the sounds that objects make as they drop them onto different surfaces. They water the flowers and gaze at the patterns that the water has made on the ground saying 'It looks like raindrops'. Children are developing positive attitudes to learning.

Children benefit from being immersed in this language-rich environment. Staff talk to children about what they are doing and teach them new vocabulary. Older children enjoy communicating with each other and are confident to join in with large-group discussions. Children's language and communication skills are developing well.

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

• Children benefit from experiences that help to promote their physical development. For example, children whizz round the outdoor area on bikes, pour from watering cans and make marks with paintbrushes. Children show great strength and determination as they carry heavy pans that they have filled with vegetables and use their fingers to pull the moulds off dough. Babies enjoy climbing and pulling themselves up to stand. Children's physical skills are extremely well supported.
• Children snuggle up as they enjoy stories read by staff in cosy areas inside and under the tent outside. They delight in retelling from memory the stories that are familiar to them. For example, children hold hands as they tip toe and stomp round the outdoor area, joyfully chanting 'We're going on a bear hunt'. Children are developing a love of reading.
• Staff ensure that children are well prepared for their next stage in learning. They encourage children to manage their own personal needs, such as taking off their shoes to join in with yoga and using cutlery at lunchtime. Staff teach children to recognise their own names and to be familiar with numbers and shapes. These key skills support children in their transition to school.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff respond quickly to any concerns that they have about children's progress and ensure that children receive the support that they need. Leaders work in partnership with other professionals to ensure staff receive specialised training to be able to meet the individual needs of all children. All children, including those with SEND, make good progress from their starting points.
• Parents are complimentary about the nursery. They are pleased with the progress that their children are making and say that staff have high expectations. Parents appreciate the advice and support given to them by the nursery and say that they are kept well informed about their children's progress.
• Leaders place a large emphasis on promoting the well-being of staff. Staff comment that they feel supported and valued. They develop their expertise over time through effective coaching and the many professional development opportunities they are offered. All leaders and staff are committed to providing high-quality care for children.
• Staff interact positively with children and lead activities that engage children through their interests. Staff know children well and use this knowledge to support them in planning for their next steps in learning. However, staff do not always extend children's ideas through their play and do not consistently build on what children are showing they know and can do.

What the setting must and should do next

The provider should:

• strengthen the quality of interactions with children by ensuring that staff consistently extend children's ideas and build on what they know and can do.