Burnt Ash School Nursery

What is it like to attend this early years setting?

Children play in a highly inclusive and language-rich environment. They are extremely happy and show high levels of motivation, which are evident to see. For example, after playing outside, children proudly tell staff, 'I had a good time!' Well-planned activities, such as 'Dough Disco' and 'Mindfulness Session', benefit children greatly, including their physical health and well-being. Children respond extremely well to staff's very high expectations for their learning. They answer well-chosen questions and recall what they have previously learned. For example, they remember what to do in an emergency, including who to contact. Children have learned to use technology safely, such as the interactive whiteboard.

Children are highly independent learners. They make decisions, such as what songs to sing or which book to read. This shows impressive levels of self-esteem and confidence. For instance, at circle time, they choose to sing their 'hello song' in Tamil, demonstrating their superb linguistic skills. Children are extremely enthusiastic about taking age-appropriate responsibilities, such as checking their environments to minimise risks. Children's behaviour is excellent. They are kind and show empathy towards their peers. Children gain strong literacy and mathematical skills in preparation for school.

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

• Nursery leaders and staff work exceptionally well together to ensure that children receive the best quality of care and education. They liaise very closely with the connected primary school and other professionals, which contribute significantly to their excellent service.
• Staff observe and assess children's learning extremely well. This enables them to identify and support children promptly, particularly those who are at risk of falling behind. For example, children who had limited vocabulary are now able to hold conversations with their peers and adults. This is made possible by staff's skilful and highly effective teaching. As a result, all children, whatever their needs and abilities, make rapid and sustained progress from their starting points.
• Leaders are extremely persistent in ensuring that referrals to agencies are followed through. They make superb use of funding to provide specialist support for disadvantaged children and children with special educational needs and/or disabilities (SEND). For instance, children with SEND receive prompt, high-quality support and specific intervention programmes to help close the gaps in their learning. In addition, they benefit greatly from a broad range of extra-curricular activities, inside and outside the nursery. This includes activities to promote children's physical development and understanding of the wider world.
• Staff work above and beyond with parents to promote a consistent approach to children's education and care practices. As a result, parents have a very positive view of the nursery. For instance, they greatly appreciate the way staff share information with them, such as through the online application, which keeps them fully informed about their children's achievements. Parents also comment on the remarkable progress their children have made since joining the nursery, particularly their behaviour and attitudes to learning.
• Staff morale is very high. Staff value the support and opportunities to enhance their already first-rate understanding and practice. For example, following training, they strengthened their confidence and skills in supporting children's emotional well-being. This has enabled children, particularly boys, to manage their feelings in a very positive manner.
• Children are fully aware of what is expected of them. This is because they receive very clear and consistent messages from staff. As a result, children's behaviour is superb.
• The arrangements for checking staff's initial and ongoing suitability to work with children are rigorous. Staff undertake an extensive induction programme to help them fully understand their roles and responsibilities.
• Leaders are proactive in seeking and acting on the views of parents and children to help evaluate the quality of the provision. Since the previous inspection, they have focused sharply on ensuring that all children acquire excellent communication and language skills, helping to prepare them for the next stage of their education.