Bearfield Nursery

What is it like to attend this early years setting?

Children have many opportunities to develop their communication and language skills. The curriculum is thoughtfully sequenced to help disadvantaged children and children who speak English as an additional language to progress well. Staff attend well to children's needs, gently supporting their independence. They help children master new skills, such as fastening their own coats. Children show pride in showing staff their achievements, such as putting gloves on by themselves. They practise cutting bananas for snack, which helps to develop their small-muscle skills.

Not all children found starting nursery easy following the COVID-19 pandemic restrictions. However, parents report that the staff understood this and gave children the time and safe space to start developing these skills. They say, 'Their children now look forward to nursery and seeing their teachers'. Children enjoy the yoga classes, which help them to relax.

Children develop a love of books and of reading. They recall the trip to the library that staff organised for them and ask to go again. Children draw on their previous learning to retell stories. Through role play and creative activities they remember the sequence of events in the story. Children enjoy opportunities to be physically active in their play. For instance, they squeal with delight as staff chase them around the garden pretending to be the big bad wolf.

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

• The provider has clear aims for the curriculum based upon the values and skills they consider will support children through life. Staff present these to children through toy animals. They help them learn concepts, such as being kind or brave. Staff are good role models, who praise children regularly. Children are developing an understanding of right and wrong. They learn to regulate their own behaviour. Parents state how their children have thoroughly enjoyed events, such as dressing up for Halloween. Children enjoy learning about traditions and communities outside of their own experience.
• Staff know exactly what the provider wants children to learn. They implement their ambitious aims well and receive good support and professional development opportunities to continually improve their practice.
• Staff plan engaging activities for children. Overall, adult-led times, such as circle time and singing times, are engaging for most children. Children who have experience of the daily routines stay focused. Sometimes, staff are not deployed effectively enough to support new children to fully access the learning opportunities offered to them.
• Staff sequence children's learning well. For example, staff begin by helping children to pay attention and listen, so that they develop their understanding. They carefully introduce new words, so children can develop their sentence structures. Over time, children build the skills that they will need for writing. They spend long periods of time exploring and making marks in trays of flour.
• Staff consider the interests and fascinations of children and include these in their planning. They present activities attractively to children. Staff add natural resources, such as shells and sticks, to enhance children's curiosity. They become deeply absorbed in their imaginative play.
• Children enjoy activities where they learn about teeth and the importance of good oral hygiene. The nursery has strong partnerships with the local authority to promote oral health. Parents supply packed lunches for their children. However, staff do not check the type of food parents provide well enough to ensure it is always healthy.
• Families received strong support when children were not able to attend because of the COVID-19 pandemic. Staff provided parents with learning packs, so children could continue their learning at home. Staff share information with parents about their children's learning and involve them in activities that can be enjoyed at home. They provide supportive workshops for parents, for example on the importance of reducing children's time in front of electronic devices.
• The provider attends meetings with other professionals. They share relevant information with school staff to help children move smoothly to their new school. The provider uses additional funding well to help children to make the best possible progress.

What the setting must and should do next

The provider should:

• evaluate the deployment of staff during group activities to ensure all children can access the learning opportunities offered to them
• build upon the existing good support to parents to ensure children learn to make healthy food choices.