Bowlers Community Nursery

What is it like to attend this early years setting?

Children are happy at the nursery. Staff have established secure and nurturing relationships with children. Babies reach out for cuddles with their key person when they arrive at nursery in the morning. Older children enjoy spending time with their key person. They confidently make requests for them to sit beside them at lunchtime and are delighted when their requests are honoured. Staff promote positive role models as they teach children to play cooperatively. The impact is that children behave well. They are observed to be kind and caring towards one another. Staff support children to understand their different emotions. They teach children through fun, practical learning experiences that it is okay to be angry or sad. Children are encouraged to recognise when their friends may be sad or upset. Older children are confident to express how they would talk to a friend who looks upset. Overall, these positive relationships contribute to children feeling safe.

Staff plan an exciting curriculum which is duly focused on children's interests. They take account of children's individual needs and the next steps that are needed to help them progress. Managers have established secure relationships with parents and outside professionals. These help to support children with special educational needs and/or disabilities to receive appropriate interventions to support their progress. All children are motivated in their learning. They are developing valuable listening and concentration skills. They enjoy interactive story time sessions. Staff are skilled in developing children's language. They ask open questions and encourage children to think and explain why certain events are happening in the story. Children engage with enthusiasm. They spend long periods of time in the book area listening to stories being read. Older children also enjoy exploring books independently with their friends.

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

• Leaders and managers have a good overview of the curriculum. They support their staff team to plan and deliver good quality learning experiences for all children. Managers continually review practice. They regularly observe teaching in the rooms and carry out supervisions with their team. Staff express they are very happy in their work as they feel valued. Staff appreciate opportunities to engage in professional training and development. The impact is that children receive consistently warm interactions from staff.
• Staff continually assess children's progress so that any gaps in their learning are planned for. Small-group sessions successfully focus on targeted support for children who require additional support. For example, children gain confidence in speaking with friends. They can share favourite songs and with encouragement choose a friend to dance with. Staff's positive reassurances and praise help children to feel secure and to have a go.
• Staff plan stimulating and accessible learning environments. This supports children to become active learners. Older children move confidently between the indoor and outdoor environments. They have been taught how to use equipment safely. For example, they remind each other of the rules to use the slide one at a time. They are excited to share with staff how they can balance on beams and use wheeled resources with growing skill.
• Staff working with babies have developed secure emotional attachments with them. This can be seen in babies' warm interactions with staff. Babies are excited to engage in adult-planned sensory play experiences. They are confident to feel, smell and taste the fruit yoghurts that have been placed in small trays. Staff are close by to encourage babies' language development as they provide a narrative to the learning experience. For example, babies learn that the yogurt is cold, wet and sticky.
• Staff create a relaxed lunchtime routine. They encourage children to engage in conversations. Children are confident to express how food helps to give them energy. They are skilled in pouring their own water. They listen with interest to staff teaching them about how the water levels change when the jug is tipped to pour. Children learn how the jug can be full, empty or half full. Most older children enjoy the independence of serving their own food. They develop good physical skills as they use tongs to help themselves to corn on the cob. However, staff have not considered how all children can be fully included at this time.
• Parents express they are extremely happy with the nursery. They share that staff are warm yet professional. They value the exciting learning opportunities their children receive. Many parents comment on the good progress their children have made. They share that transitions from baby room to the main room are managed well to support children to settle quickly. Parents' comments include, 'This is an extension of home, and we feel staff are part of our family. Staff are kind, caring and attentive towards children. They always take time to speak with us.'

What the setting must and should do next

The provider should:

• enhance learning opportunities to consistently promote all children's independence in managing their personal care needs.