Berryfields Day Nursery

What is it like to attend this early years setting?

Children enjoy a wide variety of engaging experiences. Staff plan a broad curriculum that supports children's interests and helps them develop new ones. They take time to support children's independence through routines and play. For example, children can decide when they would like a snack. Staff are on hand to sit with them during this time. Children organise the crockery and cutlery as they sit at the table and choose from a range of fresh fruit and rice cakes.

Children learn about healthy lifestyles through a range of opportunities for physically active play, both inside and outside. They discover and explore their skills when climbing, crawling and balancing and learn about managing risk when they negotiate how to jump down from low-level platforms.

Staff are caring towards the children. They build strong bonds and young babies reach for cuddles when they are tired. Children enjoy many songs, joining in with the actions and familiar words. This supports their communication and language development.

Children's behaviour is good. Staff have high expectations for children's behaviour and are good role models. Children are kind and caring to their friends and like to help each other. For example, they help find favourite toys or help mix flower petals to make perfume potions.

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

• Staff use the curriculum well to provide opportunities for children to enhance their skills. For example, children learn about taste and texture by exploring herbs and tea leaves. They learn new vocabulary and enhance their fine motor skills as they open packets and boxes.
• The manager has a clear vision of what she wants all children to learn. For children with particular needs, such as those with special educational needs and/or disabilities, she works with staff to adapt their teaching and provision. This supports staff in meeting the individual needs of the children.
• Overall, staff understand the areas of learning they teach. The manager provides support through observation and regular supervision. However, new or less experienced staff are at times unclear about how to implement the curriculum to effectively support children's learning and development.
• Children are confident and are developing their independence skills. Staff teach children to take appropriate risks and challenges. For example, young babies are encouraged and supported in crawling and climbing apparatus to develop their coordination and physical skills. They show pride in their achievements through smiles.
• The key-person system helps children build secure attachments and feel secure at nursery. Children invite staff into their play and staff are quick to join in. They provide a narrative of the children's play and offer new ideas and suggestions. However, at times, they give a lot of information in quick succession and children do not have the time to process and respond before new ideas are offered.
• Children demonstrate their positive attitudes towards learning through high levels of curiosity and enjoyment. They listen to and respond positively to adults and each other. They are beginning to manage their own feelings and behaviour. They are learning how their actions can impact others. For example, when children want the same toy, they know to use the timer. When the light turns red, it's time for them to let their friend have a turn.
• Those with oversight understand their role and carry this out effectively. They have a clear vision and work with the manager to provide learning and development opportunities for the children attending. They ensure that additional funding is used well to ensure children can access early education and care.
• The manager works effectively with the staff team, children, parents, and others in their community, including school. This supports children's learning and development as they transition to school. They share information about the children's progress and plan learning opportunities together to build on what the children already know and can do.

What the setting must and should do next

The provider should:

• target support and training for staff to help them to implement the curriculum with more precision
• strengthen staff's skills in recognising when children need more time to process information and develop ideas for themselves.