Mulberry Bush Nursery Dumers Lane

What is it like to attend this early years setting?

Children flourish in this setting and are cared for by a well-organised staff team who understand their roles and responsibilities. They are happy and secure, with staff providing responsive and nurturing care, cuddling younger children when needed and following their individual routines. Transitions are managed effectively, helping children settle confidently. Staff act as calm and consistent role models, supporting children to play cooperatively, take turns on outdoor equipment and build together with soft bricks. Younger children are encouraged to use their manners and are supported to manage their emotions and show kindness to others. As a result, children behave well and have a real sense of belonging.

Leaders create an ambitious and broad curriculum that has a strong focus on children's emotional well-being. Staff carry out regular progress checks to identify next steps in learning. Children, including those with special educational needs and/or disabilities (SEND) receive experiences tailored to their needs. Staff work closely with external professionals where required. As a result, children make very good progress and are well prepared for their next stage of learning.

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

• Leaders and staff support transitions very well. Children and parents are helped to understand and adjust to changes, settling into new routines. The transition to primary school is particularly well managed. Experienced staff review each child's progress and share the information needed with children's new teachers to ensure a smooth move. This approach is especially important for children with SEND to ensure that any necessary adjustments are in place so they can continue to make good progress in their learning journey.
• Physical development is a strength of the setting. Younger children show resilience as they successfully feed themselves during mealtimes using spoons. This supports their developing hand-eye coordination in preparation for early writing. Both indoor and outdoor provision supports safe risk-taking and large muscle development. For example, older children are supported to navigate climbing and soft play equipment, promoting independence. Consequently, all children develop skills to prepare them for their next stage in learning.
• Leaders place a strong emphasis on staff well-being. They ensure an open-door policy that encourages feedback on the running of the provision. Staff are supported through regular supervision, which monitors both their welfare and the welfare of children. These sessions are also used to identify training needs and support ongoing professional development. Newly recruited staff receive thorough induction, ensuring they are well prepared and confident in their roles.
• Parents are positive about communication and feel well supported during transitions. Staff provide support on topics such as weaning. Parents value the progress children make, especially in speech and independence. Leaders and staff provide clear information about learning goals and curriculum, helping parents understand how children are supported to make progress.
• The curriculum for communication and language is strong. Older children confidently express feelings, using words like 'frustrated'. In addition, staff narrate younger children's actions. For example, as babies explore musical instruments, staff introduce new words such as 'shake, shake'. This supports their early language development. However, on occasions, the use of children's dummies to support emotional needs sometimes overrides the opportunities they have to practise their communication and language skills.
• The quality of teaching at this setting is very good and sometimes excellent. Staff interact well with children, especially during free play and small-group activities, to support learning. However, during larger group sessions, such as story time or focused tasks, some staff do not always adapt their teaching to ensure all children remain fully engaged.
• Children develop an understanding of healthy lifestyles. Staff help them understand healthy foods, such as those high in fibre, and how these benefit their body. Furthermore, routines are in place for handwashing before and after meals. However, children are not always helped to understand why good hygiene is important. For example, they are not consistently reminded to cover their mouths when coughing to reduce the spread of germs.

What the setting must and should do next

The provider should:

• support staff to monitor the use of dummies to promote children's developing speech
• build on already good teaching to ensure adult-led activities consistently support all children to remain fully engaged and benefit from the intended learning
• strengthen hygiene practices to help children understand the importance of good hygiene and develop consistently positive habits.