Barton Day Nurseries Golborne

What is it like to attend this early years setting?

The enthusiastic new leadership team actively encourages staff to be creative and think 'outside of the box'. Consequently, children are provided with a fun-filled and inclusive learning environment. Hence, children are keen to learn and try new things.

Staff develop warm, nurturing relationships with children, which helps them to feel safe and secure. Babies seek out their key person for comfort when they are tired or upset. This helps them to settle. Children are imaginative, for example, they create stories about the 'lava monster'. Children initiate games such as hide and seek with a set of foam numbers. They work collaboratively to ensure everyone joins in, including the inspector. Staff support children's learning effectively. They help children to become resilient and creative thinkers.

Children learn about the environment. They develop an awareness of recycling and where their food comes from. They carefully examine a caterpillar and spider with magnifying glasses before placing them in a safe place. Children behave well and learn to resolve conflicts. They show compassion for their friends who may be upset, offering comfort and support. Staff help the children to manage their feelings and explain how they are feeling. This helps them to develop the skills that they need to move into the next stage of their lives.

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

• The new leadership team's enthusiasm is infectious. It works with staff to ensure that children receive good-quality care and education. Leaders ensure that staff receive training and support. This has empowered staff and led to improved outcomes for children.
• The new curriculum is well balanced, sequenced and sparks most children's interest. However, on a small number of occasions, when the youngest children come together, staff do not consider the impact this has on the children's individual learning needs. This means some children are not able to make as much progress as possible.
• Staff create a language-rich environment. Children love to hear and use new words, such as 'camouflage' and 'volcano'. Older children use descriptive language well to describe what they can see and do. They describe the rabbit as being 'soft and warm'. Consequently, children become confident speakers.
• Children develop a love of reading. They talk about different stories, such as 'The Very Hungry Caterpillar', and include the story in various aspects of their play. Older children understand the different parts of a book. They explain that the spine holds the book together and the blurb is on the back page. This provides children with a secure foundation for future learning.
• Staff plan meaningful activities that capture the children's curiosity and 'can-do' attitudes. Toddlers show determination as they free their car that has become stuck on the garage ramp. Older children scream in delight when they work out how to make a water rocket.
• Children use a range of mathematical language. They identify which straw is the longest or shortest. Younger children become confident to count and recognise numbers in the environment. This helps children to become skilled mathematicians.
• Support for children with special educational needs and/or disabilities is good. Staff work effectively with other professionals to ensure children get the right support. This means that children make as much progress as possible.
• There is a strong focus on developing children's independence. Staff support children to see to their own personal care needs, such as toileting, and encourage babies to feed themselves. Older children help to set the table at mealtimes and pour their own drinks. This helps them to prepare for school.
• Staff support children's physical development and well-being. Children enjoy a range of healthy meals and snacks. Babies gain confidence to crawl and pull themselves up on furniture. Older children talk about their heart beating fast and pumping blood to their brain. They said this 'helps their brain to grow'. Children develop a positive attitude to staying fit and well.
• Parents said that their children are 'blossoming'. They said the new parent app is working well. They receive regular information about their child's day, progress and the next steps in their learning. This enables parents to support their child at home.

What the setting must and should do next

The provider should:

• organise group times to effectively meet the different learning needs of the children.