Batford Day Care

What is it like to attend this early years setting?

Children flourish in this nurturing, safe environment. They are extremely well settled and happy. Children are highly engaged, focused and involved in all areas of learning from a young age. The excellent staff are attentive to children's individual needs. Children are supported exceptionally well and make rapid progress. The setting's unique support programme ensures all children make the best possible progress.

The children's behaviour is exemplary. They have a clear understanding of what is right and wrong. Staff are inspirational role models, and children learn how to be kind and respectful to others. Children play exceptionally well with each other. They are fully involved and engaged and have high levels of well-being.

There is an outstanding curriculum in place, which is clearly sequenced. The setting is well-resourced and provides an inspiring environment both inside and outside. Children make their own choices and engage in learning experiences that interest them, showing high levels of curiosity. For instance, children search under a wooden log for bugs, using magnifying glasses, and record their findings. Children's learning is continuously extended and challenged by staff. Children learn about the world around them as they explore the outside mud kitchen and tend to the vegetable garden skilfully.

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

• Staff have extensive knowledge of children's next steps, which are skilfully woven into the rich and varied curriculum. Well-thought-out activities are planned, which inspire and extend learning. Children exhibit high levels of involvement, persevering for extended periods to achieve their goals. Older children work together independently and collaboratively. They lift a heavy wooden stump together and plan the best way to do this.
• Children with special educational needs and/or disabilities (SEND) receive excellent support. Staff undertake training to help them develop their knowledge and understanding of ways to support children with SEND. Staff use observations skilfully to note where further support is required. A highly successful nurture group has been established, providing children with focused and targeted learning opportunities that enable them to make excellent progress.
• Leaders are passionate about the links they have made with the wider community. Excellent opportunities allow the children to explore the world around them. Daily walks, visits to the allotment and trips to the village shops are all part of the curriculum. Families attend workshops, tea parties and stay- and-play sessions. Children have excellent knowledge of how to care for living things. They know what plants need to grow and handle insects delicately.
• Leaders and managers are inspirational. They are highly reflective and proactive in ensuring that all children receive the best possible care and experiences, regardless of their starting points. The manager and staff have extensive knowledge of how children learn, providing an ambitious curriculum and opportunities for learning. Staff's well-being is a clear priority, with leaders fostering a caring and inclusive atmosphere. Staff feel valued and involved in all aspects of the setting.
• Parents share positive feedback, praising the leadership and staff team. They comment on the nurturing environment and how quickly children settle in with the caring staff. Parents feel that the outside area is exceptional, and the amount of time children spend outside effectively supports the children's physical experiences. Collaborative working is excellent. Parents are extremely well-informed about their child's learning. They contribute to the children's learning through home observations, regular discussions and meeting the key person to help monitor and track children's progress.
• Children explore widely and freely, developing skills through well-planned activities to swiftly expand their language and communication. Younger children's early sounds and words are documented, and activities are planned to build on these. Puppets and song boards are skilfully used to engage the younger children, who eagerly join in.
• Transitions are thoughtfully planned with robust settling-in sessions as children progress through the setting. The sequence of the curriculum and the next stage of learning are seamless. Children are independent and resilient, as well as becoming fully prepared for moving on to school.