Be Me Day Nursery Orient Close

What is it like to attend this early years setting?

Children come into the nursery setting excited and eager to learn. As children arrive, they are warmly welcomed by staff with huge smiles and an abundance of enthusiasm. A highly effective key-person system ensures that children and families form exceptionally strong bonds with staff.

Children are extremely independent, and this is seamlessly threaded throughout the nursery. As a result, all children become highly self-reliant and learn the skills required for their next stage of learning. For example, younger children go and access a mirror to look at their faces without prompt and then begin to clean their own face independently.

Children are eager to recite stories and do so with intonation and animation. From babies through to pre-school, all children show a deep love of stories, songs, and rhymes. Staff support early language development with the use of Makaton. For example, babies copy signs to 'Old MacDonald' as adults sing. Staff encourage children to develop their interest in stories. The staff skilfully plan activities to support children as they learn about the characters. For example, pre-school children are learning about 'The Wizard of Oz.' They go on a walk to collect materials that they think could build a scarecrow. Children delight as they discuss what they have collected and suggest ways in which they can construct their scarecrow.

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

• The nursery is highly inclusive, and children eagerly talk about their culture. Older children show off their 'culture book'. They discuss their likes, their interests and talk about members of their family. Their peers are excited to ask questions. Staff in all rooms ensure that they know their children exceptionally well and support those children who speak English as an additional language. Staff use enthusiastic and animated voices when they speak, use signing, gestures, pictorial aids and keywords to support children. As a result, children make exceptional progress and are very confident to communicate with their peers and adults.
• Opportunities for children to acquire new language are plentiful. Pre-school children go on a bear hunt in the garden. Staff ask the children which way they should go next. They model words, such as north, east, south and west, while pointing at the directions. Children respond positively to this and use this new language spontaneously in their play. Younger children are encouraged to guess the names of animals as they enjoy a group time. Staff give time for children to respond to questions asked of them. As a result, children are confident to think for themselves and express their own ideas.
• The management team have appointed a coordinator to support the mental well-being of children, families and staff. A programme has been designed to ensure that children are able to regulate their emotions, and this is adapted to the relevant stages of development. For example, babies touch hands with an adult, singing about gentle hands. Well-being packs are created for families when they need extra support and are signposted to any additional services that may be of benefit to them. Staff talk about how happy they are in their work and that they 'are a family'.
• Children develop an exceptional understanding of the world around them. Regular visits to natural play spaces in the local area and links with the local cathedral give children a strong sense of community. Staff are passionate about creating awe and wonder for children. They create new experiences for children to consolidate their learning. For example, older children learn to change their clothes before outdoor activities, which supports them with the transition to school. Additionally, they take part in yoga, football and gymnastics classes. As a result, children are gaining a wealth of knowledge and skills to prepare them for their future success.
• Parents are truly valued as partners in their child's education. Feedback from parents is excellent. They comment that all staff know their children incredibly well, no matter which room their child attends. Parents state that their children 'make exceptionally good progress', and that they 'trust each member of staff as they are transparent and open with communication.'