I Learn Education Brigg

What is it like to attend this early years setting?

Children have numerous opportunities to follow their own ideas and create their own play and learning. They enjoy their time at this welcoming nursery and show this through their positive engagement and concentration in their play. Children's behaviour is excellent. They have great manners and say 'Excuse me' as they ask to get past visitors in the corridor.

Toddlers use containers to gather water, which they pour into a wheelbarrow. They bend down steadily, pick up tubes and use these to mix the 'cement'. Toddlers stack bricks on top of each other to build their pretend wall. They are introduced to words in context as they play, such as 'labourer'. Older children's exploration of ice cubes leads them to build an igloo. They say that the shape of the igloo and a rainbow are the same. Older children decide where to put the door and what material they will use to create the roof. Children have excellent opportunities to express themselves through role play and construction. Staff have high expectations for children's learning.

Staff are highly aware of the impact the COVID-19 pandemic has had on parents, carers, and children. They know that some babies and toddlers have never experienced time with other children and adults. Staff offer emotional support to the whole family exceptionally well to support these periods of transition.

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

• Staff provide a curriculum that has an extremely positive impact on helping children to progress through the stages of learning. They embrace children's interests and provide learning that is highly engaging. Staff give children time to experiment, think, talk, and ask questions. Children's experiences over time are planned to ensure that they have the essential skills they will need for their future learning.
• Babies show advanced levels of independence as they pull themselves to standing and reach for objects. They safely and confidently use their hands, knees, and feet to climb small, indoor foam slides and steps. Babies smile and scream with delight as they decide to slide down this apparatus laying on their back. They are eager to show the physical risks they are confident and able to take.
• Staff model language skills effectively. They follow children's lead in conversation and talk about things together. Staff encourage older children to listen and repeat the sound of the letters in their name. They provide opportunities for toddlers to pucker their lips and blow bubbles. Staff know that these activities will help to strengthen the small muscles in children's mouth. They use highly effective strategies to develop children's early language skills.
• A strength of the nursery is the support it has in place for children with special educational needs and/or disabilities (SEND). Staff swiftly identify children who work below expectations. This leads to a first-class support programme and extremely effective partnership working with a range of professionals and parents. The manager uses additional funding well. Children with SEND achieve the best possible outcomes.
• Staff find fun and creative ways to help older children work on their personal skills. Children roll, poke, flatten and shape play dough to make and recognise sad and happy expressions. Staff help children to develop their emotional literacy. Children also practise their hand-to-eye coordination and develop small-muscle skills they will need for later writing.
• The key-person system is highly effective. Staff support parents and carers incredibly well. They share behaviour strategies at home, so that there is a consistent approach to children's social development. Key persons speak to parents at the start and end of the child's day. They share photos of children's play and offer parents' evening to discuss children's progress in more detail.
• Children show how they feel empowered and take their role of being the cook's helper very seriously. They wear their chef's apron and hat with pride and undertake tasks with confidence. Staff give children small acts of responsibility that help to boost their self-esteem and sense of achievement.
• Leadership and management are extremely strong. Staff consistently report high levels of support for their well-being. There is also effective engagement with staff through team meetings, training days, supervision meetings, and focused actions for professional development. Strong shared values between managers and staff mean children receive the highest quality of education.