Dunkys Day Nursery & Forest School Farnworth

What is it like to attend this early years setting?

Children are incredibly happy at this beautiful nursery and forest school. Due to the COVID-19 pandemic, parents do not routinely enter the setting. This does not stop children from entering confidently and eager to learn. The environment provides a wealth of opportunities for children to explore, create and be curious. Children skilfully navigate the forest school and direct their own play. They demonstrate a strong sense of belonging here. Children behave very well. They have learned to be respectful, share and take turns with their friends. For instance, older children confidently resolve conflict and negotiate whose turn it is to use the climbing equipment.

Literacy development is well promoted. Children develop a genuine love of books. They discuss familiar stories, talk about the characters they remember and make links between different books they have read. Skilled staff read with enthusiasm and excitement. Children learn to explore and discuss the content of the story. They share their own thoughts and opinions about what might happen next. Children are motivated and excited as they join in with words and sentences that they remember. They are rapidly developing important skills they need for their move to school.

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

• Leaders provide a curriculum that is balanced, varied and inclusive. They understand the importance of sequential learning and building on what children already know and can do. Staff have a good knowledge and understanding of the different ways that children learn, in particular children with special educational needs and/or disabilities and children who receive additional funding. Well-embedded systems for monitoring children's development help staff to swiftly identify and address any gaps in learning. All children make good progress in their learning.
• Staff work hard to promote children's communication and language development. Babies happily join in with action songs and babble to words they are familiar with. Two-year-old children use a range of vocabulary to discuss the differences between small-world characters. They eagerly point out the colours and characteristics of different toy vehicles. Pre-school children confidently hold more complex conversations. They discuss their home life, family members and different emotions. This promotes good speaking skills and helps children to become confident communicators.
• Children's physical development is a strength at the nursery. Children are resilient and challenge themselves when navigating the uneven terrain through the stream. They carefully balance as they bend down to fill a container with water before carrying it back to the bridge. Children understand the importance of walking carefully to ensure they do not fall. A range of small natural resources such as twigs, logs and stones help to strengthen children's small muscles as they make marks in the mud. This helps to promote early writing and prepares children for the next stage in their learning.
• Children demonstrate a good level of independence and self-care. They confidently self-serve at lunchtime and wash their own faces. Staff teach children the correct way to wash their hands through role modelling alongside them. However, some staff do not consistently wash their own hands after wiping children's noses. This does not help to minimise the potential spread of germs.
• The key-person system is effective. Personalised settling-in sessions help staff to get to know children and families well, from the start. Children form strong bonds with staff and enjoy the sensitive interactions they experience. Staff are kind and nurturing. They put children at the heart of what they do. This helps children to feel safe, secure and valued.
• Leaders are dedicated and care a lot about staff well-being. They frequently check in with staff to ensure they are happy in their role. The arrangements for supervision, coaching and mentoring, although in place, are still in their infancy. New and less-experienced staff are not yet fully supported to strengthen their knowledge and skills. This means there are some inconsistencies in the quality of education. For instance, some staff are not fully aware of how to implement the curriculum intent effectively. As a consequence, not all activities build on children's prior knowledge.

What the setting must and should do next

The provider should:

• support staff to consistently follow good hygiene practices and teach children why these are important
• strengthen supervision, coaching and mentoring arrangements for new and less-experienced staff to improve their knowledge and skills further.