Broadfield Nursery CIC

What is it like to attend this early years setting?

Children thoroughly enjoy their time at the nursery. They are full of enthusiasm when they arrive and are pleased to see staff and their friends. Babies are welcomed by their key person and quickly settle into their daily routine. Older children move freely around the setting choosing from the wide range of exciting resources and activities available.

Children of all ages, including babies, spend time learning outside every day. They develop their physical skills in a range of ways. For example, older children enhance their balance skills and develop their large muscles when they confidently ride scooters and bicycles. Children successfully learn about nature and the world around them. For instance, they spend a long-time examining bugs under a log using a magnifying glass. They are absolutely fascinated when they find a slug, which they proudly show their friends and visitors.

Children play well together. They demonstrate their excellent social skills when they share resources and wait their turn patiently. Children enjoy a range of resources, such as books and displays, that remind them of the rules and boundaries of the setting. Additionally, staff discuss the 'golden rules' with children which helps them to understand how to be kind and to respect others.

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

• Leaders have an ambitious curriculum for children, including those with special educational needs and/or disabilities. They work closely with parents to carefully plan inclusive activities that meet the needs of children. For example, they use communication cards and sign language to ensure all children learn new words. This successfully supports children and babies to be ready for their next stage.
• Staff provide an exciting and stimulating learning environment for children. There is a wide range of carefully thought-out activities to provoke children's curiosity. There are plenty of opportunities for children to explore and investigate. For example, they thoroughly enjoy the feel of cold spaghetti as they mix in different ingredients. Furthermore, staff skillfully adapt their teaching to meet children's needs. For example, following an interest in treasure maps, staff encourage children to dig for hidden treasure in the sandpit. They are thrilled when they find shells and dinosaurs.
• Staff use assessment well to check for emerging gaps in children's learning and development. Leaders use additional funding effectively and work closely with outside agencies to support children to get the help they need to make continued progress.
• Parents think very highly of the staff at the setting. They comment that staff are very supportive and listen to what parents have to say. They feel well informed of their child's progress. However, systems for supporting parents to extend their child's learning at home are not fully developed.
• Staff are good role models for children. They show children how to be polite and well-mannered. For example, they gently remind children to say 'please' and 'thank you' at appropriate times throughout the day. Staff positively support children to understand their feelings and the effects their behaviour has on others.
• Staff successfully support children's emotional well-being. They give children lots of praise and encouragement, which helps to promote their confidence and resilience. Additionally, staff help children to celebrate their achievements which successfully develop their sense of worth and self-esteem. This is seen when children proudly display their work on noticeboards in the nursery. Furthermore, staff in the baby room follow the same care routines as parents to support babies to feel safe and secure.
• Overall, staff support children to be independent, such as encouraging them to hang up their own coats and bags. However, opportunities to enhance children's independence are sometimes overlooked. For example, staff do things for children that they could try for themselves, such as wiping their noses, changing their clothes and serving their meal.
• The leadership team are committed to ensuring staff feel fully supported. For example, workload and well-being are discussed at regular supervision meetings. Staff performance is effectively monitored. Staff are encouraged to be reflective and identify their own strengths and areas for development. This helps to ensure children receive consistently high-quality teaching.

What the setting must and should do next

The provider should:

• develop ways to provide parents with ideas and suggestions to extend their child's learning at home
• further build on opportunities for children to learn how to do things for themselves and consistently promote their independence skills.