Mulberry Bush Nursery Tottington

What is it like to attend this early years setting?

Children thrive in the exceptional learning environment. They are highly motivated to join in with the wide range of experiences and opportunities. Children explore using all of their senses. Young children take off their shoes and socks and giggle as they feel the sand between their toes. They watch with fascination as staff sprinkle sand onto their feet. Older children make 'mud pies' outside. They follow the recipe and add the ingredients. They stir up the mixture and proudly present staff with 'lunch'. Children show high levels of engagement and motivation.

Children form remarkably strong attachments with the professional staff at this inclusive nursery. They are consulted before staff complete personal care tasks and relax as staff use the opportunity to sing calmly to them. Children vote for their favourite stories and choose which peppers they would like for snack time after tasting a selection. Children feel safe, secure and valued.

Children behave exceptionally well. They have been involved with creating the expectations and repeat these for visitors. Children independently sweep up sand as it falls from the tray. They use impeccable manners and can be heard saying 'please' and 'excuse me' frequently throughout the day. Children show high levels of respect for each other and the resources that are provided.

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

• The support in place for children with special educational needs and/or disabilities (SEND) is excellent. Assessment procedures are used exceptionally well to check what children know and can do. Staff have an in-depth knowledge of child development. They promptly identify any concerns with children's learning and ensure all children receive excellent support. All children, including those with SEND, make significant progress from their individual starting points.
• Parents speak highly of the nursery's reputation. They value the excellent and wide ranging communication that they receive. Parents describe the nursery as 'everything you could ever want'. They have seen rapid progress with their children's development since they have started, particularly with their language and confidence.
• Leaders' knowledge and professionalism is exemplary. They believe that staff well-being is of the upmost importance. Staff receive highly focused professional development which helps them to flourish in their roles. They feel extremely well supported by leaders and say that their well-being is prioritised.
• Children are encouraged to be independent at every opportunity. Young children try hard to put on their own shoes. Older children take on the role of helper at meal times. They count out how many cups and plates are needed and place them out for their friends. All children attempt to feed themselves and older children skilfully serve their own food. Children are extremely confident and resilient.
• Staff are particularly skilled when interacting with children as they play. Babies show delight as staff play 'peepo' with them. As children turn pages in books, staff name the animals that they can see. Staff engage older children in meaningful conversations. They encourage children to think of stories and they act them out together. Staff introduce new words, such as 'adventure'. Children's language development is supported extremely well.
• Children understand how to look after their bodies. They taste vegetables and talk about the positive impact these have on their muscles. They proudly show their muscles to their friends. Children cheer as they realise pineapple is available at snack time. They regularly stop to have a drink of water on a warm day. Children make independent, healthy choices.
• Staff provide many opportunities to support children's physical skills. Babies are provided with lots of space to crawl and walk. Older children use their strength as they work together cooperatively to make a 'den'. They eagerly get involved and carry heavy tubes. Children exclaim, 'I can help!' Children's strength and coordination is developing well.
• Children are supported effectively in preparation for the transition on to the next phase of their education. Staff have extremely strong relationships with the local schools. They visit schools with the children and these links continue until children reach the end of the foundation stage. These effective links support children to settle quickly.