Beechwood Farm Day Nursery

What is it like to attend this early years setting?

Children are happy and carefree at this bespoke nursery. Leaders have high expectations of what children can achieve. They plan a curriculum that is focused on providing children with experiences they would not normally have. Children are immersed into farm life and spend a lot of time outdoors. They learn about nature, life cycles and build their confidence when caring for the animals on the farm. Children observe unique experiences, such as lambing season and ducklings hatching from eggs. Staff teach children about the importance of sharing and taking turns with their friends. Children are well behaved and have a lovely attitude to learning. They are motivated and eager to take part in the activities and experiences on offer.

Communication and language development are promoted well. Staff talk to children a lot and introduce a range of new words. Babies copy single words, such as 'pop' when learning to blow bubbles. Older children confidently introduce themselves and share information about their experiences at nursery and home. They discuss the things they enjoy about nursery, such as playing with their friends and celebrating children's birthdays. For those children who do not yet communicate verbally, staff use sign language to help them to express their needs. This helps all children to be prepared for the next stage in their learning.

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

• Leaders have a good understanding of how to plan a broad and balanced curriculum that helps children to make good progress. A big focus is placed on children leading their own learning and developing the independence skills needed in preparation for school. Staff get to know children well and plan accurate next steps in learning. However, they do not always implement them during their interactions with children. This hinders children's opportunities to build on their existing skills more consistently throughout the day.
• Support for children with special educational needs and/or disabilities (SEND) is securely embedded. The special needs and disability coordinator is knowledgeable and swift with her interventions. Additional funding is used effectively to help support those children it is allocated to. For instance, leaders increase the ratios to provide children with one-to-one support. This helps to narrow the gaps in learning and support all children, including those with SEND, to make good progress.
• Children have lots of opportunities to enjoy the outdoor area. Babies go on farmyard walks and have a picnic in the grounds. Staff teach toddler children how to use the swing independently by building up strength and momentum in their leg movements. Children show resilience and perseverance. They listen carefully to staff and follow their instructions until they succeed. Children develop lots of skills they need for the future.
• Parents are happy with the quality of care that children receive. Staff seek a wealth of information when children first start to help them plan appropriate experiences. Parents receive verbal feedback about children each day. However, not all parents receive the information they want about children's progress and what they need to learn next. This means some parents are not able to extend children's learning at home as much as they would like to.
• Literacy development is well promoted. Older children engage well at storytime, skilfully identifying rhyming words in the book. Younger children explore books about a farm, which staff link to their real-life experiences. Staff provide sensory activities for babies to strengthen their finger and hand muscles. This helps to prepare them for early writing as they move through the nursery.
• The curriculum helps children to gain a broad knowledge of the similarities and differences between themselves and others. Children explore different festivals, cultures and family dynamics. Staff teach children about black woman history month to further expand their knowledge of people who are different to themselves. This helps to build children's understanding and prepares them for life in modern Britain.
• Leaders are dedicated to their roles and want to provide high-quality care for children. They support staff well, through ongoing supervision and monitoring of their practice. Staff access professional development opportunities to improve their skills. However, following staff induction, leaders do not always check that new staff have a good understanding of the policies and procedures. Consequently, there are some gaps in the knowledge of newer staff.

What the setting must and should do next

The provider should:

• support staff to implement children's next steps more consistently throughout the day
• provide all parents with the information they require to help them extend children's learning at home
• strengthen the procedures for induction to help newer staff understand the policies and procedures more clearly.