Bouncing Beans Children's Nursery

What is it like to attend this early years setting?

Staff take great pains to ensure that children are happy, settled and thrive at this lovely, warm and welcoming nursery. They conduct home visits before children start and gather information about both the child and their family. Staff use this information to build strong bonds and ensure that they plan to cater for children's individual needs and interests right from the start. Children arrive happy to start their day and staff greet them with genuine affection. They settle swiftly and become deeply involved in their self-chosen play as soon as they arrive. Children are friendly and curious with visitors. They confidently introduce themselves, keen to involve others in their play.

Children learn good behaviour through the gentle modelling and encouragement staff provide. Children who are still learning how to manage their emotions and behaviours receive gentle support from staff. Children and families are encouraged to value and share their languages and cultures with each other. They learn to have a positive attitude to the wide diversity of modern Britain. Staff recognise and accept children as unique individuals and provide the bespoke care children need. Consequently all children, especially those with special educational needs and/or disabilities (SEND), make sustained progress.

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

• Leaders and the staff team are ambitious for the nursery. They have recently introduced a new curriculum and leaders have ensured that all staff understand what they want children to learn and how. Parents have been kept fully informed about this new development and speak positively about the impact it is having on their children's learning. Despite the positive impact of the new curriculum, there are occasions, such as mealtimes, where the curriculum is not fully embedded. This means that children do not consistently benefit from opportunities to engage in rich conversation or build on their growing social skills.
• Parents speak glowingly about the nursery. They say that they feel that their children are very safe and well cared for. Staff are diligent in working with parents to ensure a common approach to children's learning and development. Parents of children with SEND state that staff ensure that their children are able to achieve their full potential with the support that they receive at the nursery.
• Staff teach children to be effective communicators right form the start. They pay close attention to young children's non-verbal cues and listen and respond carefully to children's conversations. Staff read books to and sing with children. They purposefully introduce interesting language through playful interactions. For example, staff introduce the concept of fossils when building on children's fascination with dinosaurs. They further extend this by showing children films of volcanos and introducing words such as 'lava' and 'eruption'.
• Children demonstrate high levels of confidence. They are determined and work together to achieve their play intentions supported by staff who teach children to believe in their capabilities. For instance, children who have been testing their balance on an activity set up by staff, collect a 'balance board' together. They work collaboratively to carefully negotiate around other children and equipment to transport it to the agreed spot. Children are proud of their achievements and happily take turns on the new activity.
• Children learn good hygiene and self-care skills. Staff teach even the youngest children good habits as they 'march like dinosaurs' to wash their hands before meals. Older children learn about the importance of dental hygiene through the introduction of a tooth-brushing scheme to the nursery.
• Staff make careful assessments of children's development. They assess the impact of any additional funding and swiftly implement plans that involve other agencies and parents when children need additional support to thrive. Staff plan carefully for all children's transitions, including to school. They work hard to build relationships with the schools that children will attend, and provide them with important information. Staff give parents reassurance and guidance so that that they can support their children's transitions. Consequently, all children are well prepared for the next stages in their learning.

What the setting must and should do next

The provider should:

• review the implementation of the new curriculum and evaluate the impact of it on the quality of children's experiences.