Bermuda Park Nursery

What is it like to attend this early years setting?

Children are greeted at the door by friendly staff. They go through to their designated room, where they are supported to settle in. Children feel safe and secure. They are confident and can express their needs well. Children who require extra support will seek reassurance from staff, who are attentive to their needs. Cuddles are always given, which helps to support children's self-esteem.

Young children have lots of opportunities to explore their surroundings. They crawl and practise their developing physical skills as they pull themselves up using low-level furniture. Lots of tummy time is given to strengthen core muscle groups for very young babies. Children delight as bubbles are blown. They try to pop them by clapping.

As children transition through the different rooms, they are encouraged to become more independent. A wide range of activities and opportunities to develop independence and self-care skills are provided. Older children fetch their own plate, cups and utensils and self-serve their lunch. Coats and bags are accessed and put on by children themselves. All children develop a love of reading and enjoy listening to stories. Staff support early communication and language skills well. They sing action songs, which the children join in with. Staff ask open-ended questions which encourage children to think and respond using new words they have learned.

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

• All children benefit from lots of fresh air outdoors. Older children can choose to freely access the well-resourced outdoor area throughout the day. They enjoy using their problem-solving skills as they work together to make ramps with wooden planks. Discussions are held to decide whether it is a slide or a surfboard. Children practise their physical skills as they pedal tricycles, climb on the large apparatus and balance over the 'assault course' made of tyres.
• Children develop an understanding of the world around them. They have just completed the life cycle of a chicken. They recently had eggs which were incubated and hatched. Children have enjoyed caring for their baby chicks.
• During the COVID-19 pandemic, parents have not been allowed into the nursery. The manager recognises that this is not what parents and staff want. They are currently looking at ways for parents to safely come back into the nursery.
• Parents report that they are happy with the setting. They say that staff are amazing and friendly and that their children enjoy attending. However, recently, there has been a decline in information shared with parents about their children's progress. Some parents do not know what their child's next steps in learning are. They also say they would welcome support to extend their child's learning at home.
• The nursery curriculum is sequenced to build on what children know and can do and what they need to learn next. Staff access regular training, which ensures that the quality of teaching is good. Children learn skills to make progress ready for their next stage in learning and eventual move to school.
• An effective key-person system ensures that staff know their children well. Staff plan activities in line with children's interests and individual needs. The manager is introducing a new system for planning. She hopes that this will identify more precisely children's next steps in learning, to support children to make even better progress.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff complete individual education plans and put in place a programme of targeted support. This ensures that children receive consistency in line with professionals who may also be involved with the children's care. The nursery is recognised by the local authority quality award scheme as providing inclusive care for children with SEND.
• Support is available for children who speak English as an additional language. Parents provide words in their home language for simple objects and tasks, for example 'chair', 'coat' and 'toilet'. Laminated pictures are then used with the corresponding words to help staff and children to communicate effectively.
• Staff teach children the importance of being kind to their friends at the nursery. Older children have a reward system where they can move up the 'sunflower' to achieve a certificate. Overall, children behave well.
• Children benefit from freshly prepared hot meals and snacks. An intricate system is in place to ensure that children's dietary requirements and preferences are met. Children follow good hygiene practices and wash their hands regularly after playing outdoors, messy play and before meals.
• Younger children are supported to recognise their feelings and individual needs, such as when they need a sleep. However, sleep arrangements do not always match the child's needs but focus on parents' wishes. Consequently, staff spend time assisting children to go sleep when they do not always want to. This results in children missing out on learning opportunities.

What the setting must and should do next

The provider should:

• strengthen communication with parents to provide more detailed information about their child's next steps in learning and support them to extend this learning at home
• review the sleeping arrangements for younger children so that they meet their individual needs.