Brown Bears Nursery

What is it like to attend this early years setting?

Children arrive happily at the nursery. They enthusiastically greet their key person and immediately begin to explore the activities in the room. Children are confident and keen to learn. They choose what they would like to play with from a variety of good resources and persevere with tasks. Language is a high priority. Children are encouraged to read their favourite books and to make marks in the outside area. This supports their early communication and language development.

Relationships between key persons and children are good. Staff are attentive to their needs and support them in a calm and nurturing way. Behaviour is good and the nursery routines are well understood. Children know how to share and take turns. They enjoy helping each other. For example, children enjoy tidying up and helping to lay the table before lunch.

All of the children thrive in the safe and secure environment. The older children are confident and prepared for the next steps in their learning. The manager and staff understand the impact that the COVID-19 pandemic has had on the children and have worked very hard with their families to support the children's emotional well-being.

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

• Children become independent and confident learners. They are supported by key persons who understand the learning and development needs of the children they care for. Staff accurately assess what the children can do when they start at the nursery. Activities provide the children with rich, stimulating learning experiences.
• Children's behaviour and social development are good. Children understand behaviour expectations and try hard to behave well. They are kind and considerate to each other and the adults who support them. Nursery routines are well established. For example, children quickly find their coats and shoes when they are told it is time to go outside and they wash their hands before lunch.
• Good health is promoted across the nursery. Children spend lots of time in the well-resourced outside area. They develop strong physical skills as they take part in regular soft-play and yoga sessions. The local area is used well. Frequent trips are organised to local parks and other notable local landmarks. The food is healthy and nutritious and thoroughly enjoyed by the children. Effective hygiene routines are in place, protecting everyone's ongoing health and safety.
• Communication and language learning is a key focus. Staff spend lots of time talking to the children. They introduce new words and model their correct usage. Every opportunity is used to develop the children's vocabulary. For example, while babies are being changed, staff sing songs and rhymes to them, encouraging them to join in.
• Children with special educational needs and/or disabilities are well supported by their key persons. Staff identify any difficulties early on. Where appropriate, they work with other professionals to target support which meets the child's needs.
• Partnerships with parents are good. Parents report that they are kept up to date with their children's learning and are encouraged to support their child's development at home. Parents say their children were well supported during the COVID-19 pandemic and that they are very happy with the ongoing care and teaching their children receive.
• The manager and staff work hard to review and improve the curriculum. They provide a curriculum that is based on children's needs and interests. Currently, they are focusing on challenging and extending children's learning. Not all staff are confident enough yet to ensure all the activities they plan support this new initiative.
• The manager understands the importance of staff training and professional development. She holds regular one-to-one meetings with staff, where she discusses their teaching practice and their well-being. Staff access training that improves their teaching and knowledge. They are highly valued and report that they feel supported both professionally and personally by their managers.
• Staff have high expectations of the children. They plan a broad curriculum that supports all the areas of learning and development and takes account of children's individual needs. Children's age-related expectations are always considered. For example, children in the pre-school room learn how to become more independent, preparing them for their transition to school.

What the setting must and should do next

The provider should:

• ensure teaching practice and planned activities challenge and extend children's learning.