Chapter One Childcare (UK) Limited - Farnley

What is it like to attend this early years setting?

Children flourish in this wonderful nursery. The environment, both indoors and in the vast outdoor areas, provides children with a wealth of different opportunities to learn and develop. The experiences provided allow children to make independent choices about how to spend their time. Babies are highly engaged as they explore different resources in interesting treasure baskets. Their physical development is supported as they use age- and stage-appropriate apparatus to practise newly acquired skills, such as walking or climbing. Two-year-old children develop their confidence and ability to play with their friends as they embark on an adventure in the bus they have created. Older children show their fascination for bees as they carefully look at photos before creating their own pictures. They also learn new vocabulary as staff encourage them to describe the taste of honey. Throughout the activities provided, staff support children's learning with great skill. There is a strong emphasis on creating an atmosphere that enables all children to develop their confidence. For the youngest children, this is by helping them to feel settled and secure. As children become older, they are helped to take appropriate risks in their play, for example by building and testing their own obstacle courses. Pre-school children are taught how to use a variety of tools safely. Children show considerable levels of concentration and perseverance in their play.

The atmosphere within the nursery is calm and purposeful. Older children show immense pride as they show the inspector around the outdoor learning environment. They explain what they like to do in different areas, such as making potions in the mud kitchen and growing their own vegetables. They also take responsibility for looking after the guinea pigs and tortoises. Staff promote children's positive behaviour consistently. Younger children thrive on the praise and encouragement they receive, for example when they are kind or helpful. When older children become a little boisterous in their play, staff skilfully help them to understand what is expected of them. They are guided towards more purposeful activities.

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

• Leaders and managers share a passion for creating a nursery that evolves and develops in the best interests of children. Highly effective procedures are in place to monitor and evaluate all aspects of the provision. For example, they regularly review the way rooms are organised and the curriculum is provided. Staff are fully involved in this process and say that they feel valued and empowered. This has helped to create a strong staff team, who work together in a spirit of mutual trust and respect.
• The nursery provides a well-planned curriculum, based on a shared understanding between leaders and staff of how young children learn. Leaders confidently explained the aims and ethos of each of the areas within the nursery. These are centred around individual children's age and stage of development. This is evident when speaking to staff, who have a clear focus of what they want each child to gain from the activities they take part in.
• There is a strong focus on supporting children's communication and language skills. Staff regularly share books with children and point out images on the page. They encourage children to join in with familiar songs. Toddlers repeat new words in response to staff's warm interactions. Staff respond to younger babies' babbles and vocalisations. They ask questions, repeat words and narrate children's play. At mealtimes, staff sit and talk to children. This helps children to learn about the importance of conversation.
• Staff know the children in their care incredibly well. Settling-in arrangements for new starters help staff to find out about their interests, routines and home life. There is a strong key-person system, which fully promotes children's emotional security. There is always time for a cuddle or words of reassurance if children are feeling a little unsettled. Arrangements to support children as they move between rooms or get ready to start school are highly effective.
• Staff carry out regular assessments of children's progress. These are shared with parents so they are informed about what they can do to support their children's learning at home. If it is identified that children may need additional help to meet developmental milestones, there are clear procedures in place.
• Children benefit from plenty of fresh air and exercise. As well as dedicated outdoor areas for each of the rooms, some of the older children spend all day in the 'Treetops' area. All children thoroughly enjoy the freshly prepared snacks and meals provided. Their good health and safety is further promoted through good practice in relation to hygiene, such as a tooth brushing programme. Effective risk assessment procedures are also in place.
• Parental feedback about the nursery is entirely positive, describing it as 'magical' and 'spectacular'. Parents have access to a wealth of information about the nursery and about how young children learn through play. They also receive advice on matters such as safe sleeping, toilet training and school readiness. Parents say they value the way the nursery embraces outdoor learning opportunities. They also comment on the sense of community and how effective communication systems help them to feel reassured and informed.