Barton Day Nurseries Northwich

What is it like to attend this early years setting?

Children are happy and eager to learn at this nursery. They form close relationships with staff and seek comfort from them. For example, when babies are unsettled, they hold out their arms for cuddles. Distractions such as windmills make them smile and giggle. Children feel comfortable and safe.

Children of all ages are challenged in their learning. For instance, staff help babies learn to crawl by putting objects just out of their reach. Learning progresses over time. For example, children learn to sit on chairs with support, gradually building their strength and balance. When they are ready, children independently sit on chairs for crafts and meals. Children develop early literacy skills as they read books. They turn the pages independently and make up stories together. This fosters children's imagination and this helps them to develop a love of reading.

Children's behaviour is good. They wait patiently for food at mealtimes. Children use timers to help them learn to take turns on outdoor equipment. They show kindness towards one another. For example, toddlers stroke babies' hair and speak to them softly. Children learn from positive role models. For instance, when lunch is brought to their room, staff say 'Oh wow, thank you'. This helps to develop children's character as they learn to appreciate the things that others do for them.

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

• Staff observe children to continually assess their progress. They use these assessments to decide what children need to learn next. Staff plan activities to help children to move forwards in their learning. For example, children develop their fine-motor skills as they use tweezers to pick up toy insects. Additional funding is used to support children from the most disadvantaged backgrounds. Resources are targeted towards children's individual needs. All children, including those who are in receipt of funding, achieve good outcomes.
• Children with special education needs and/or disabilities are supported to make good progress in their learning. Staff know children well, which enables them to meet children's individual needs. For example, when children become overwhelmed, staff give them cuddles, which help them to settle. Objects of reference are used to support children's understanding of the daily routine. For instance, a dinner plate is shown to children to indicate it is lunchtime. This helps children to better prepare themselves for transitions.
• Mathematical language is embedded well. Staff talk to babies about big and small cars. Toddlers count how many legs spiders have and draw shapes in shaving foam. Staff teach children about clockwise and anticlockwise as they sit in a circle to enjoy snack. This helps children to understand a variety of mathematical concepts.
• Children's independence is promoted. For example, pre-school children develop their hand to eye coordination as they serve themselves lunch and pour their own drinks. They skilfully use tongs to pick up pieces of bread. Children wait patiently for their turn and use good manners. This helps to prepare children for school.
• Children develop a sense of right and wrong. They are encouraged to think about how their actions affect other members of the group. This helps them to become considerate and thoughtful individuals.
• Staff do not always provide clear and consistent messages about their expectations of children's behaviour. This leads to children being unsure of what is expected of them and hinders their ability to follow the rules.
• Leaders use supervision to support staff well-being. Staff undertake appropriate training to build on their knowledge and skills. However, the manager does not give staff individual feedback on how well they implement the curriculum, to help them develop their practice to the highest levels.
• Partnerships with parents are good. Parents are happy with the communication they receive through an online system. They have daily conversations with staff, which helps to promote continuity between the nursery and home.

What the setting must and should do next

The provider should:

• provide clear and consistent messages for children to support their understanding of boundaries and what is expected of them
• monitor staff practice more closely to identify strengths and weakness in their practice, so that adequate support can be put into place.