Buddies Nursery

What is it like to attend this early years setting?

Children thoroughly enjoy their time at this welcoming nursery. The manager has a clear intent for what she wants children to learn and shares this effectively across the team. This gives children the knowledge and skills they need for future learning. Children are happy, safe and have a strong sense of belonging. They have close relationships with staff. Babies climb onto the laps of staff for a cuddle. They smile and snuggle closely to share books. Older children hold the hands of visitors to lead them to an area they want to share. They ask them where they are going if they move away.

Staff meet the individual needs of children very well. For example, staff ensure that babies' home routines are followed exceptionally well. They play familiar sounds, such as white noise, in the background, which helps babies to settle in their cots. Staff have high expectations for children's behaviour, and children behave well. They understand the rules of the setting and enjoy taking part in many routine activities, such as tidy-up time. Staff remind children of the rules and why they are necessary. For example, a member of staff asks older children at snack time why they must not walk around when eating, and children say 'in case we choke'.

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

• Staff use their detailed knowledge of children to plan the curriculum so that it is linked to children's interests. For instance, children's fascination with worms has led to them building a wormery. This helps to enhance children's understanding of the world around them.
• Staff provide children with enjoyable opportunities to make marks and develop early literacy skills. For example, young children use brushes to draw circles and lines with water on the wall. Older children write the letters of their name and notice print in the environment.
• Staff are attentive and spend a lot of time talking to children. However, they do not consistently extend children's vocabulary when they play or during routines. For example, on occasion, staff do not introduce new vocabulary or different words that have the same meaning into children's language.
• Staff support children's physical development well. For example, older children relish their 'daily mile' walk with staff. Younger children show great excitement as they join in with action songs, pretending to be 'sleeping bunnies' before they jump up to hop around. However, plans to further develop the outdoor learning area are yet to be implemented to fully support children under the age of two.
• Children have nutritious food and snacks provided by staff. Staff encourage children to stay hydrated. For example, they act as good role models by regularly drinking their own water. They set regular alarms throughout the day to signal to children that it is time to drink some water.
• Staff teach children how to manage their own personal safety. For example, children know why they need to wear high-visibility vests on outings. They walk calmly and understand how to cross roads safely.
• Staff support children's independence skills well. For example, older children find tissues, put them in the bin and wash their hands with little prompting. Children are keen to help with small tasks, such as setting the table at lunchtime. This helps to support their readiness for school.
• The manager, who is also the special educational needs coordinator (SENCo), knows children well. She ensures that she uses any funding effectively to help children make good progress. Staff identify any concerns about children's learning swiftly. They liaise with a range of professionals as appropriate.
• Parent partnerships are strong. Although parents no longer enter the setting since the COVID-19 pandemic, they still feel very well informed about their children's progress. They comment on the positive communication they receive from staff. They have access to an online app. This helps them to understand their children's next steps in learning.
• Staff attend a range of training to strengthen their practice. For example, staff working with children aged under two years have attended training on safer sleeping and have reflected and adapted their practice as a result of this.

What the setting must and should do next

The provider should:

• extend children's communication skills even further by helping them to learn new vocabulary
• extend the learning opportunities outdoors to fully support children under the age of two.