Barton Moss Children's Centre Nursery

What is it like to attend this early years setting?

Leaders have created a lively, exciting and nurturing environment which enables children to grow and develop. Children arrive happy and eager to learn. They are soon absorbed in activities with their friends. Staff build positive relationships with the children. This enables them to create individual learning plans and activities to help each child succeed. Children and babies are comfortable around the staff. They go to familiar staff for comfort when they are tired or upset. Staff provide cuddles and reassurance which help the children to settle. Children are active and interested learners. Babies enjoy the opportunities to explore 'gloop'. They giggle in delight as it falls from their fingers. Older children thoroughly enjoy playing outdoors. They are keen to explore and see what they can find. They proudly show staff their treasures which are treated with reverence. These opportunities and interactions build a solid foundation for further learning.

Staff have high aspirations for children and want them to do well. They know when to step in to provide additional support, such as helping babies put on their coats. But are respectful of children's wishes when they are told, 'I can do it!' Staff help children to be independent. Babies show determination as they attempt to feed themselves. Older children radiate confidence when they achieve their goal of putting on their wellington boots by themselves. All children including those with special educational needs and/or disabilities (SEND) develop confidence in their own abilities. They learn the skills that they need to move on to the next stage in their learning.

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

• Leaders have clear oversight of the setting. Staff are provided with supervision and opportunities to engage in a wide range of training courses to support their personal development, such as a mathematics course. Staff are aware of their roles and responsibilities.
• Leaders and staff have created a carefully sequenced and balanced curriculum. Staff are aware of the next steps for children and how to achieve them. However, some staff are not as confident in delivering the curriculum. This means that children do not always get the most out of the intended learning.
• Support for children with SEND is a key strength of the setting. Staff are creative in their approach to helping children. They have created bespoke 'calming bags' to assist children when they are anxious. They collaborate with other professionals to ensure children get the right support. Consequently, the setting is helping to narrow the gap in children's development.
• Staff provide a language-rich environment full of songs, rhymes, and stories. These spark children's creativity and imagination. Babies smile as staff read, 'The three little pigs' and re-enact the story with props. This helps children develop positive attitudes to early literacy.
• Staff are strong communicators who regularly introduce new words to extend children's vocabulary such as 'splodge' and 'splash.' However, occasionally staff do not give children sufficient time to answer their questions. This does not help build the children's speaking skills.
• Staff use number songs to introduce children to counting. As babies play with the balls, staff count them. Children talk about 'big' and 'small' as they compare the size of the jugs. Consequently, Children develop an understanding of early mathematics.
• Children develop a 'can-do' attitude as they manoeuvre the wheelbarrow and pour their own drinks. Babies enjoy plenty of opportunities to walk with staff and pull themselves up on furniture. This enables them to develop the muscles needed to sit and walk unaided. Children develop confidence in their own abilities.
• Staff provide many opportunities for children to stay fit and well. Children learn the importance of good hand hygiene and oral health. In addition, staff help them to understand what foods they can and cannot have due to allergies. Consequently, children develop the confidence to take responsibility for their own well-being.
• Forest school activities provide opportunities for the children to engage with the world around them. Staff help children to understand the importance of recycling and sustainability, as well as taking care of the wildlife. This helps children to develop an appreciation for their environment.
• Effective relationships with parents have a positive impact on children's learning and development. Leaders share ideas with parents, such as reading stories at home with their children. This actively supports children's learning.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the curriculum so that it is consistently applied, and children get the most out of the intended learning
• support staff to give children sufficient time to answer questions.