Birkbees Day Care LTD

What is it like to attend this early years setting?

Children arrive at this nursery and receive a warm welcome from staff. Children show that they feel safe and secure. For example, on arrival, young children hold their arms out to staff and separate happily from their parents. An effective settling-in process supports children's transition within the nursery successfully. For example, staff take time to get to know children's personal care routines and interests. They then use this information to help children settle into the new environment. Family photographs are accessible to support children's sense of belonging.

Children are well behaved, caring and considerate. They listen, follow instructions and are encouraged to take turns. Staff give children regular praise and encouragement in everything they do. This helps to develop children's confidence and self-esteem.

Babies and young children develop strong attachments with their key person. Staff plan and provide interesting play activities that develop babies' curiosity. For example, young babies explore sensory objects that include a variety of materials and textures. When children look at books, staff talk to them about what they are experiencing. For example, as babies touch the different materials, staff say 'smooth, rough' or 'spiky'. This helps babies and young children to hear language in context, which supports their early language development.

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

• There are plenty of opportunities for children to move, explore and enjoy space outside in the fresh air. Children learn to take turns and negotiate the spaces available. They learn how to use the pedals on wheeled toys and confidently ask for help if they get stuck.
• Many of the children and families speak English as an additional language. Some of the staff are bilingual and provide opportunities for children to use their home languages and to converse with parents effectively. Children take part in varied celebrations throughout the year and visits within the community. For example, they visit mosques and churches. This encourages an understanding of people and communities beyond their own and helps them to recognise and value each other's differences and similarities.
• Staff promote children's independence effectively in a range of ways. They provide water and milk in small jugs with lids, so that toddlers can pour their own drinks successfully. Children follow routines well. For example, they rush to tidy up when staff sing a particular song.
• There is a clear focus on providing an inclusive service. Children with special educational needs and/or disabilities (SEND) are supported well. The special educational needs coordinator and manager work closely with other professionals to ensure that the needs of children with SEND are met. Furthermore, the manager uses additional funding to provide specific resources to support individual children. Children with SEND make good progress.
• Managers support staff well and ensure that their workloads are realistic. Staff report that they enjoy their work. They access further training and managers support them to share their new knowledge and put this into practice.
• The manager has a clear vision for ongoing improvements for the nursery. She has identified strengths and areas for further development, which includes working to achieve a national award for becoming an inclusion friendly setting. Parents provide very positive feedback about the service they receive. They feel that communication is good and that their children are progressing well.
• The organisation of nappy changing arrangements does not fully assure children's privacy. At times, staff disturb children from their chosen play to check their nappies in front of others. In addition, some staff check children's nappies during group activities in front of their friends and comment if they are wet or soiled.
• All children progress well in their learning and development. Children enjoy playing alongside staff and generally have their ideas supported. Occasionally, staff, in their enthusiasm to engage with the children, do not give children the time to lead their own play. This, at times, limits children's opportunities to develop their own thoughts and ideas.

What the setting must and should do next

The provider should:

• review nappy changing routines to build on staff's awareness of how to further support children's awareness of privacy and respect
• develop staff's skills, so that they can help children to consistently lead and extend their own learning and develop their thoughts and ideas.