Pathways Day Nursery Balsall Common

What is it like to attend this early years setting?

Children are welcomed warmly into this inviting and nurturing provision. From the moment they walk through the door, they are sensitively supported to do things for themselves. Staff encourage children to self-register and cast their vote for the story that they will listen to later on in the day. They explain the options of the stories to children, which also extends their knowledge of popular books. Staff have high expectations, and children rise to the occasion by offering their thoughts and making choices about how they spend their time.

The skilled and enthusiastic staff team deploy themselves highly effectively to ensure that all children receive high-quality interactions. Staff tune in carefully to the thoughts and actions of the children and expertly add value to their play as they offer new language or create further challenge. For example, children develop their mathematical skills as staff line up vehicles and support them to sort items according to size and colour. Children enthusiastically join in with the game, which then encourages their peers to become involved in this fun activity.

Leaders and staff take an expert lead from children's interests and learning styles. This means that each child accesses a curriculum that meets their individual needs. As a result of thoughtful observation and skilful teaching, children make strong progress and reach their full potential.

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

• Leaders are exceptional. They lead with integrity and ensure that staff are well supported and feel valued. Leaders recognise the strengths of the team and ensure that staff are motivated in their role. They plan learning and development opportunities that impact positively on the service they offer to children and their families.
• Together, leaders and staff develop a well-sequenced curriculum that builds on what children already know and can do. A consistent and dynamic staff team creates feelings of safety and security for children. A highly effective key-person system supports children to develop a sense of connection and belonging within the group. This ensures that all children make the best possible progress.
• Staff offer just the right amount of support to children as they encourage development of their independence and self-care skills. They support children to wash their own hands competently, and even the youngest children use knives and forks to eat their lunch. Staff use highly effective teaching skills to support children to develop, practise and refine new skills.
• Children behave impeccably. Staff expertly and consistently support children to understand the impact of their actions on others. The language of emotions is skilfully woven across adult-led experiences, such as circle time. This equips children with the necessary skill to play cooperatively with their peers. Children respond positively to recognition and praise from staff as they take turns with resources and demonstrate kindness.
• Staff are joyful play partners to children. They respond with enthusiasm to children's imaginary play and delight in the sense of humour that children develop. For example, they spend time laughing together as children use broccoli in their play as a baby turtle. Children giggle together as they share funny stories with the staff and their peers.
• Children delight in participating in physical play. Staff enthusiastically lead an active circle time where children learn about the positive impact of exercise on their bodies. Children develop their large-muscle skills as they copy large movements while joining in with action rhymes.
• Staff skilfully play alongside children to model squashing, squeezing and rolling play dough in order to develop the small muscles in their hands. Children also make connections across the curriculum. For example, while a member of staff is sharing a story with children in the cosy corner, others use the dough to model a home for a character in the book.
• Parents are delighted with the provision on offer. They are hugely appreciative of the transition into nursery and then on to school. Parents comment positively on how well staff know their children and the positive, caring and nurturing relationships that are developed. They are thrilled with the strong progress that children make across all seven areas of learning through the huge range of opportunities on offer.
• The skilled and intuitive special education needs coordinator (SENCo) supports staff with her expertise. This ensures that children with special educational needs and/or disabilities (SEND) receive swift and impactful intervention. The SENCo and staff work in close partnership with external agencies to ensure that children with SEND make the best possible progress.