Birchfield Prepcare Nursery

What is it like to attend this early years setting?

Leaders and staff have an extremely high ambition for what children can achieve as they progress through each of the five rooms. This means that all children are fully equipped with all the essential skills and knowledge they need to succeed with their next development milestone and when they start school.

The curriculum is precisely mapped out so children can continuously build on what they already know understand and can do. Leaders work closely with the onsite school to provide pre-school children with an extended curriculum to expand on the already excellent repertoire of learning experiences within the nursery. This includes, participating in music sessions, physical development activities and experiencing languages in addition to English. During the pre-school year, leaders arrange for children to eat their lunch each day in the school hall with reception children. Children confidently embrace this new experience and understand the expectations during the lunch routines. They display exemplary manners.

Leaders and staff are skilled in supporting children's emotional development and this plays a key part in their curriculum. They have bespoke settling in arrangements for each child. This includes when they start the nursery and when they move rooms. This ensures that children can form strong attachments with staff and are emotionally ready to learn.

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

• Leaders are diligent and driven to make continuous improvements. They have precise aims for further development of the nursery over the next twelve months. For example, leaders plan to extend the opportunities for children to gain further experiences within the local community. Room leaders have a clear vision for improvements specific to their individual rooms. Staff at all levels are highly focused on improving their personal effectiveness.
• Leaders meticulously evaluate staff practice and implement targeted professional development for staff at all levels. For example, they have a clear rationale for the training they provide to the staff team and for individuals. This means that each member of staff is fully supported to continually improve their professional skills. This ensures the highest quality of education for children. Staff share how they are fully supported in their professional and personal needs.
• Leaders and staff have a precise understanding of the curriculum aims across the nursery. They have an expert understanding of child development and use this to break down the essential knowledge and skills that children need to gain in each room. For example, when children move from babies to tweenies, staff focus on building on the physical skills gained in the baby room. They introduce simple rules, promote emotional security and language enhancement. They aim for the pre-school children to cumulate their physical skills so they can confidently sew with a running stitch by the time they leave for school.
• Leaders and staff identify key books and songs for children in each room. This starts with babies and tweenies with stories and songs that children are most likely to have encountered from home. This helps them to make connections and build on the vocabulary they already know. Leaders identify the precise language knowledge that children need to gain as they progress. This helps children to make rapid progress so that by the time they turn three they are already articulate communicators.
• Leaders and staff meticulously monitor the progress that children make so they can swiftly identify when they need further support. They work closely with parents and outside agencies to implement precisely targeted interventions so each child can make the best possible progress. Staff are highly skilled in recognising and supporting children who need additional support to meet their language development milestones.
• Staff at all levels understand what their observations of children tell them about their current stage of development. They ensure that each child has a precisely planned education programme that reflects their individual needs and interests. Staff work closely with parents so they have a comprehensive understanding of children's current interests and home experiences. They use this information to plan their learning environments so that all children are highly motivated to play explore and make new discoveries.
• Staff demonstrate expert teaching skills with a precise focus for all their planned activities. They are highly skilled in recognising key teaching moments and adapt their teaching to maximise learning. For example, children under the age of two make links with resources in the environment and books they have enjoyed. Staff expertly use these opportunities to build on children's language skills.
• Leaders recognise how children gradually develop their ability to manage their emotions and use this to implement targeted support and guidance for children at the different stages. For example, staff progress from providing simple distraction, to helping children understand their feelings and controlling these. Children's behaviour is excellent. Leaders place a strong focus on supporting children's self confidence in a range of situations so they feel safe and secure. Consequently, children develop a positive sense of themselves and flourish.
• As part of their self-evaluation, leaders have identified how they wish to enhance their excellent parent partnership working even further. Parents speak very positively about the service provided and the high standard of care and education provided. Parents share how the daily communication with staff ensures there are no surprises at the parents evening consultations.