Bumbles Maghull

What is it like to attend this early years setting?

Children are warmly greeted by staff on arrival. They separate from their parents well and quickly settle into their day. They are cared for in three well-resourced group rooms, and children confidently explore their environment. Children form strong attachments with their key person, which is a particular strength of the setting. Children receive a good level of support from staff who quickly respond to their needs. This has a positive effect on children's confidence, behaviour and emotional well-being. As a result, children behave well, demonstrating that they understand the high expectations of them.

The children are curious and active learners who work well together and show respect to adults. They take part in activities that encourage their physical development and strengthen their muscles. For example, vigorously shaking musical instruments or transferring water with pipettes. This helps to develop their muscle strength and coordination in preparation for the skills that they will need for later writing.

Children have access to a large outside area where they can develop their gross-motor movements, using the bikes or climbing frames. Children learn about the world around them as they grow herbs in the planters or hunt for minibeasts. Babies enjoy singing nursery rhymes, mimicking sounds and actions. They clap with joy when the nursery rhyme finishes.

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

• The leaders and staff know the children well. Overall, leaders are clear in their learning intentions, and the curriculum is informed by understanding the learning needs of the children in their care. Children leave the setting with skills ready for their next stage of learning.
• Children are confident to communicate and express their own views and knowledge. However, staff do not always respond and effectively challenge children as they demonstrate what they already know and can do. This means that opportunities to extend children's learning are sometimes missed.
• Children follow good health and hygiene routines. They take part in daily tooth brushing and learn about healthy food. Children with food allergies are supported well. Procedures are in place to manage mealtimes, and staff know where to find this information. As a result, children with allergies are kept safe.
• Children have plenty of opportunities to be independent in the setting. They are encouraged to wash and dry their own hands and pour their own drinks. Children self-register as they enter their room and decide which behaviour they will be focusing on that day. This further develops their confidence and independence, and promotes self-regulation.
• The committed leadership team is invested in providing support for staff. A comprehensive induction programme is in place, and there are regular staff meetings. However, professional development opportunities are not as well targeted. Training is not always focused sufficiently on improving teaching skills that raise the quality of practice to the highest levels.
• Children with special educational needs and/or disabilities (SEND) are supported well and make good progress. The passionate special educational needs coordinator ensures that every child's need is advocated and supports parents with accessing information and resources. There are processes and procedures for early identification of children who may need additional support. This ensures that children with SEND received the best possible start.
• Parents receive a good level of information about their child's development and enjoy the daily updates they receive. Any information about what their child is working on is shared. This means parents can support their child's learning at home. Parents speak very highly of the setting and comment on how approachable and friendly the staff are.
• Children behave very well at the nursery. They are considerate towards each other and respond to adult's requests well. They show they know the routines of the day and listen carefully during group activities. Staff model appropriate behaviour and reinforce the use of manners, reminding children to say 'please' and 'thank you'.

What the setting must and should do next

The provider should:

• respond more effectively to children's spontaneous play that provides challenge and promotes learning and progress to the highest level
• enhance the professional development of staff that focuses on building knowledge and skills that raises teaching to the very highest level.