Bushra Daycare

What is it like to attend this early years setting?

When children arrive, they are eager to see what toys and activities are available to them, and they happily say goodbye to their parents. Children show a clear sense of well-being and belonging at nursery, and they behave well. They enjoy being with the staff as they play together. For example, children pretend to be doctors and staff are willing to be the patients. Children wrap the staff in bandages and stick plasters on them 'Because they are poorly' and to 'Make them better'. All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, are treated with care and respect by the staff. This promotes children's emotional well-being and contributes to the positive relationships between the children and staff.

Recent changes to the curriculum and planning has had a positive impact on children's learning. Staff keep children's interests at the heart of the planning. Overall, they use opportunities that arise to extend children's learning and build on what they already know. For example, when children are curious about a box of toy animals, staff include compost, cereal, and artificial grass with the animals in a tray to enhance children's sensory experience, as well as following their interest in the animals.

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

• Since the last inspection, the manager and staff team have taken positive steps to address the actions set and make improvements at the nursery. The manager values the staff as individuals. She helps them improve their confidence as practitioners and their knowledge about how to implement the curriculum for the children. The manager provides staff with focused support through effective role modelling as well as through observations and discussions about their practice. This supportive approach is effective in helping staff reflect on their interactions with children and has a positive impact on how staff teach children as they play with them.
• Overall, staff are encouraging and interact positively with children as they play. They help children to think about what they are doing, and they are mostly successful in adapting activities for children with SEND. However, on occasion staff do not fully support children to develop their speaking skills, as they ask lots of questions of children. Also, sometimes, staff do not fully help children with SEND to understand what is expected of them during activities and the daily routine.
• Children are confident to choose what they want to do and to approach staff for help and reassurance as they need it. Overall, children are familiar with the daily routines at nursery. For example, they help tidy away, putting toys in boxes and then back on the shelf. When children come inside after outdoor play, they know to go to the sink to wash their hands before snack time. However, at times during the day, staff follow the routines without giving thought to what children are doing at the time and this interrupts children's learning. Staff call children away from activities they are fully engaged in without giving them time to finish what they are doing.
• Staff work effectively with parents from when children first start attending, and parents speak positively about their and their child's experiences at nursery. Staff find out about the experiences children have at home and consider how they can widen the experiences children have. For example, children who have fewer opportunities at home to develop and practise their large physical skills have opportunities to use climbing equipment in the local park and staff help them learn how to independently climb the stairs at nursery.
• Children's behaviour is good. They are learning to share and they make friendships with one another. Staff are positive role models for children, they have a consistent approach and give children lots of praise and encouragement. Children listen to staff when they remind them to be careful and be kind to their friends. Staff encourage children to be independent. Children know they can select toys from the low-level shelves. They hang their own coats and bags on their pegs, serve food for themselves and pour their own drinks at snack time.

What the setting must and should do next

The provider should:

• enhance how staff interact with children to ensure that they fully support children's developing communication and language skills and that they meet the individual needs of children with SEND
• improve the organisation of the daily routines to ensure that children's learning and engagement in their play is not interrupted.