Bubbles Nursery

What is it like to attend this early years setting?

Children settle quickly when they arrive and confidently say goodbye to their parents and carers. Staff warmly welcome children and allow them to explore the wide range of activities that are thoughtfully set out for them. Children quickly learn the daily routines and what is expected of them. They show confidence and understanding in knowing when they need to tidy up and get ready for the next part of their day.

Children develop knowledge about the world around them. They enjoy visiting a local residential home. They take part in activities which extend their social skills and encourage them to work together with their peers. All children display positive attitudes towards their learning. They excitedly make crowns for the King's coronation with some of the residents. Children benefit from lots of encouragement and praise from staff as they discuss their creations. Children behave well. They understand they need to share resources and use good manners. For example, one child says, 'Do you mind if I use this one, as I really like it?'. This shows that children learn to show respect and consideration from an early age.

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

• The manager and nursery leaders are ambitious. They have a clear vision to provide children with a varied curriculum, which they reflect on daily. Staff know their key children well. They talk confidently about their starting points and the progress they have made since starting at the nursery. Staff set clear next steps for children, which helps to prepare them for the next stage in their learning.
• Children are provided with lots of opportunities to promote their personal development. Staff encourage all children to brush their teeth daily at the setting and regularly discuss the importance of oral hygiene. Children independently wash their hands before eating freshly prepared meals and snacks.
• Partnership working with parents is good. Parents comment on the welcoming environment and friendly staff. Staff keep parents informed about what is happening within the setting through daily feedback and a termly newsletter. However, this communication with parents does not always routinely keep them updated on how to support their children's learning further at home.
• The curriculum enables children to develop their mathematical skills. Children show their understanding by using mathematical concepts within their play. Older children discuss eye colours and recognise that they both have blue eyes. They comment that they are a 'matching pair'. Younger children compare the sizes of jugs as they pour water from one jug to another. They correctly identify which is the small and large jug.
• Staff comment that they feel supported in their roles. They talk positively about the approachable management team and the focus on staff's well-being. The manager conducts regular staff meetings, supervisions and appraisals to monitor staff practice. Staff are set regular targets to continue to develop their practice.
• The manager and leaders implement a well-designed curriculum to support the development of children's communication and language. However, on occasion, there are times where staff working with younger children could introduce even more vocabulary to further build on their emerging language skills.
• The support in place for children with special educational needs and/or disabilities (SEND) is excellent. Leaders act swiftly to get the support children need. External intervention plans are shared with parents. All children, including those with SEND, make good progress at the nursery.
• Children learn to understand and manage their own feelings from an early age. They understand the impact their actions can have on others. For example, during water play, younger children share resources with each other. They say 'please' and 'thank you' as they exchange resources. Staff consistently remind children to use positive manners.
• Staff support children to develop lifelong skills. For example, older children have weekly physical education lessons where they learn to dress and undress themselves. This helps them to develop key skills that will support them well when they make the transition to school.

What the setting must and should do next

The provider should:

• support staff working with younger children to introduce even more vocabulary during children's play to enhance their communication and language skills even further
• further strengthen communication with parents to ensure they are aware of what their children are learning, and enable them to fully extend their children's learning at home.