Bryanstone Nursery@marble Arch

What is it like to attend this early years setting?

Children spend their day exploring different activities that are fun and challenging. Staff in this well-organised nursery provide a calm environment, where children can apply themselves fully to their learning. Children visit parks and gardens in the vicinity of the nursery to enjoy outdoor play and learn about the natural world. Staff teach children how to stay safe and cross the road when they go on these daily trips. Children enjoy playing with their friends outside, where they can extend their physical skills.

Staff create multiple learning opportunities that appeal to different children. For instance, when children learn about life cycles, they await the imminent hatching of duck eggs, visit the ducks at a local park and make collages of paint, feathers and other materials. This helps children to learn about topics in a way best suited to their individual style of learning.

Staff have high expectations for children. For example, children visit a local gallery and learn about art and artists. Children create their own artworks, which are proudly displayed in the gallery area. This promotes children's artistic skills, builds their confidence and encourages them to have a positive 'can-do' attitude. Children have fun, make friends, behave well and enjoy their time at nursery. They learn the skills which they need for the next stage in their learning, including starting school.

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

• Staff use the information they gather when children first start to ensure that they settle well. Staff observe children as they play to determine their interests and next steps in learning. They use this information to plan exciting and interesting activities that support children to make good progress in their learning.
• Staff in the baby room ensure that babies receive plenty of cuddles and gentle tactile care. Leaders make sure that babies' care needs are met by familiar members of staff. This supports strong attachments between babies and their key person.
• Staff include even the youngest babies in activities alongside their older peers. Babies in bouncer chairs sit and watch, wide-eyed with wonder, as older friends paint with bright colours at an easel. This supports children's sense of belonging in the group and stimulates their senses throughout the day.
• Leaders have implemented a communication programme across the nursery which helps staff to identify and address concerns about children's early language development. Staff put plans in place at the earliest possible opportunity to boost individual children's comprehension and speech. However, some less-experienced staff have not had additional training to ensure that they have the skills to deliver these plans effectively.
• Children behave well throughout the day and play well with their friends. Staff include all children, including those with special educational needs and/or disabilities (SEND), in all activities. However, staff do not consistently encourage children to take responsibility for the toys they play with. For example, children are not expected to tidy up after themselves.
• Staff are familiar with the routines, dietary requirements and interests of all the children in their care. Parents say that they are very pleased with the communication from the nursery. Parents and staff regularly discuss children's progress and what they need to learn next. This helps to promote continuity for children's learning.
• The nursery chef provides children with healthy, nutritious meals from a carefully considered pre-planned menu that caters for children's allergies and preferences. Staff patiently support the youngest children to learn to use spoons, while older children are helped to manage a fork and knife. Children develop their independence and enjoy sociable mealtimes.
• Parents are very pleased with the nursery, and they say that their children are happy, learning a lot and making friends. Parents of children with SEND are extremely satisfied with the nursery and how staff engage with external agencies to secure additional support.
• Staff express a high level of satisfaction in their roles. They say that they get opportunities to discuss their well-being and professional practice with nursery leaders. Overall, leaders provide a comprehensive training programme and regular supervision sessions to drive improvement across the whole nursery.

What the setting must and should do next

The provider should:

• support all staff to ensure that they have the skills and confidence required to implement children's individual communication and language plans
• help children to take responsibility for their toys and the environment, such as by encouraging them to tidy up when they finish playing.