Burton Day Nursery Ltd

What is it like to attend this early years setting?

Children settle quickly here, as staff know families and their routines well. Parents feel supported by staff and are happy to drop children off at the door. Children feel safe as they come in and look for their friends.

Babies enjoy exploring their environment, which staff have sensitively arranged. For example, there are ramps of different heights to encourage babies to stand, crawl and balance to develop their core strength. They play peek a boo with staff as they develop socially.

Toddlers enjoy experimenting with play dough, twigs and leaves. They hold up their creations to their friends and say 'I've made a triangle' as they bend a twig into shape. Staff encourage children to 'have a go' and to keep trying, even when they don't get it right first time. For example, staff model how to roll the play dough into different shapes if children struggle.

Staff support older children to become more independent, so they are ready for their next stage in education. Staff have high expectations of all children including those with special educational needs and/or disabilities (SEND). Staff monitor each child's progress and put in extra steps if a child is not developing as expected.

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

• The manager has a clear vision for the nursery and its development. Staff feel well supported, and know that they can approach the management team for anything they need. They take advantage of the online training that is offered to enhance their professional development.
• Relationships between staff and children are supportive and caring. For example, staff provide children with reassuring cuddles and comfort when they become tired. Children understand what is expected of them and behave well. However staff do not always consistently support children to learn how their actions may have an impact on others
• Staff respect children and ask for consent before changing their nappies or wiping their faces. This helps to build children's self-esteem. Staff ensure that children learn how to keep healthy. For example, staff lead a discussion about the benefits of eating vegetables, and children volunteer their favourites vocally in the group. Staff plan opportunities for children to play outside and be physically active. Children learn how to keep their teeth healthy and why it is important.
• Staff arrange inviting activities, and children stay engaged in their play for long periods. Toddlers enjoy the sensory feel of shaving foam in messy play. Staff provide small vehicles for the children to make marks in the foam, as they push and pull cars and trucks round and round. This supports children to build strong hand muscles. Babies enjoy water play and staff model washing a doll with a cloth. Babies watch staff intently and then copy the actions and wipe the dolls. This helps them to learn about everyday routines.
• The setting provides a curriculum that builds on what children already know and can do. Older children have more opportunities for independence as they have access the bathroom themselves in their room, if they feel comfortable. This helps to prepare children for the next stages in their learning journeys.
• The special educational needs coordinator is committed to ensuring all children can access the curriculum and benefit from it. She implements detailed plans which she reviews regularly, to help close any gaps in children's development. She shares these with parents who appreciate the reassurance she gives them. When appropriate, she liaises with outside agencies for advice to inform her practice.
• Staff provide cosy and appealing reading areas, where children handle books with care. Children of all ages enjoy looking at books and listen with interest as staff read stories in an expressive way. Staff support children to learn new words. They take time to model saying words by breaking them down into manageable syllables. Children do not feel rushed, and are able to repeat the word back until they get it right.

What the setting must and should do next

The provider should:

• improve staff strategies to support children to understand how their behaviour can impact on others.