Beeches Day Nursery

What is it like to attend this early years setting?

The manager leads with passion and integrity. Her vision that 'happy and calm children learn' can be seen throughout. Parents describe the nursery as a warm and friendly atmosphere where their children are happy and well cared for.

Children are happy and confident. They know the staff well and are able to ask for help if they need it. Babies love to explore and have excellent attachments with their key staff. Older children like coming to the nursery to play with special friends, particularly outside on the bikes and in the mud kitchen.

Outside, staff make good use of the natural grounds to support children's learning. They provide rich opportunities for children to investigate and extend their play ideas using natural resources. For example, children pick raspberries to add to the 'fish pie' they make in the mud kitchen. They excitedly hide and run through the bushes and have real fun as they collaborate with their friends.

Every child is viewed as individual. Staff respond to the children's interests when planning activities by making learning relevant and purposeful. They use their shared understanding of child development to ensure that children of all ages and stages are making good progress. Children leave the nursery ready for school, with a strong sense of self and a love of learning.

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

• The new manager has overcome barriers associated with COVID-19. She has provided significant support to the staff by investing in training and their well-being. This helps to maintain a skilled and experienced team. All staff provide consistency and form strong relationships with the children.
• The manager works closely with families and other professionals to achieve the best outcomes for children at the nursery. A settling-in process is used effectively when children start or move between rooms, to ensure they remain secure and happy.
• The manager uses research and strategies to guide her intentions for children's learning and how they implement the curriculum. All activities are linked to children's interests, and staff are confident to extend learning spontaneously. However, staff do not consistently share learning intentions for each activity with the children. As a result, some children do not always understand what is expected of them.
• Staff give children the time and space they need to 'have a go' at solving problems independently. For example, during the inspection, toddlers worked out how to carry the balance bike through the narrow gate and up the steps. Pre-school children added flour to their sticky dough to dry it up. These opportunities help children to develop their thinking skills and resilience.
• All children develop a real love of books and stories. Babies take books to staff to look at with them. Toddlers happily sit alone, turning the pages and looking at the pictures. Pre-school children sit and look at books together outside. The nursery's strategy of repeating books helps children to recall their favourite stories.
• Children's behaviour is generally good. Where there have been issues with unwanted behaviour, such as biting, staff respond with timely and appropriate action and strategies, which results in a positive change.
• There are examples of clear progression in skills as the children move through the nursery. Babies feed themselves using a pincer grip or spoons, whereas toddlers chop their own fruit at snack time. Pre-school children confidently serve themselves and talk about the importance of staying hydrated.
• The development of communication and language is strong throughout. For example, staff in the baby room make good eye contact and communicate with the babies at their level. They model single word vocabulary, such as animal names. As a result, babies are eager to communicate as they learn new words.
• Staff support children to take risks and challenge themselves physically. For example, children enjoy learning gymnastic skills and demonstrate good core control. Some climb the lower part of trees and ride balance bikes with increasing confidence, speeding down the naturally sloping garden. However, staff do not consistently embed leaders' intended strategies to help children to learn how to keep safe. For example, they do not consistently remind children to wear bike helmets.
• The manager evaluates the quality of provision and continually plans ways to improve. She knows that areas of the outdoor play environment would benefit from improvement to enhance the children's learning and to help them better manage their own safety. She is already developing plans to address this.
• Children with additional needs are identified early and resources and referrals used effectively, to ensure that all children make good progress. Staff make effective use of funding by purchasing resources that meet children's specific needs and interests.

What the setting must and should do next

The provider should:

• share learning intentions with the children so they understand what is expected of them and what they are learning
• encourage children to confidently and safely use outdoor resources, to help them learn how to keep themselves safe.