Big Adventures Childcare

What is it like to attend this early years setting?

Children arrive at the nursery happy and ready to learn. Children who have been attending for a while leave their parents without a backwards glance, eager to explore the activities on offer. Those children who are new and a little unsure are supported by the gentle, caring staff, who take them from parents and reassure them they are going to have a good day. Babies enjoy playing in the mud kitchen outside. They show good imagination skills as they put a pan into the toy microwave and study the number dial. Toddlers develop mathematical skills as they fill and empty containers with sand and count how many scoops they need to fill a bucket. Pre-school children show care and concern for living things as they regularly check in on the chicks they have nurtured and hatched from eggs.

Children thrive on staff's high expectations of them. Older babies show off their physical skills as they successfully and safely negotiate the climbing wall. Staff are very close by to supervise them. Children learn to be kind to their friends. They share popular toys, such as a bucket and spade. Staff give gentle reminders about taking turns and allowing their friend who had it first to finish what they are doing.

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

• The provider is knowledgeable about early years care and education and she is passionate about the service she provides. She strives to make the nursery the best it can be for the children and families who attend, to support children's learning and development.
• Staff comment on the approachable nature of the provider and say that they feel happy and supported in their role. However, the provider acknowledges there is scope to help staff improve their teaching skills so they consistently know when and how to build on what children already know and can do.
• Staff give high priority to those children with special educational needs and or/disabilities and those with identified delays in their learning. These children are given support in their day-to-day learning to help them reach their full potential. Key persons work closely with these children and they speak regularly with the parents about their development. This helps to make sure all children are included and receive the support they need to make good progress.
• Staff support children to develop their literacy skills. They read to children with enthusiasm and check children's knowledge by asking questions related to the book and story. Children confidently describe the 'blurb' and say, 'It tells you a bit about the story.' They know the meaning of words such as 'author and illustrator'.
• Staff implement a curriculum that helps children to learn key skills for future success. The nursery motto is to 'nurture children's independence and confidence'. Staff provide plenty of opportunities for children to develop these skills. For example, pre-school children stand on a purpose-built stage and sing popular songs to staff.
• Staff have created an interesting environment which captures the children's curiosity. Resources ignite the children's imagination and they remain focused at activities for long periods. For example, children put on capes and pretend to be their favourite superhero characters as they play hide and seek with staff and chase after their friends.
• Since the COVID-19 pandemic, the provider and staff are fully aware that some children may have lacked opportunities for fresh air and exercise. Because of this, they make sure the children have daily opportunity to exercise and play outside to support them to develop a healthy lifestyle. Staff take children into the local area, such as to the beach, shops and a nearby woodland. This contributes to children's understanding of the community beyond the nursery.
• Parents cannot speak highly enough of the nursery. They commend the provider and staff's commitment to not only their child but them as a family too. Parents comment that the provider and staff go to great lengths to meet the needs of their children. This contributes to a learning environment where children and their families are valued.

What the setting must and should do next

The provider should:

• support staff to improve their practice to raise the quality of education and outcomes for children to a consistently high level.