The Balsam Nursery

What is it like to attend this early years setting?

Children are happy and arrive at the nursery eager to learn. Staff's interactions with children are warm, caring and nurturing. They are enthusiastic and praise children for their efforts. Staff provide children with a varied curriculum that enables them to make good progress. They support children well to make choices and decisions during their play. Staff consistently make children's learning enjoyable and exciting. Consequently, children feel happy and safe and are motivated and active learners.

Staff form secure attachments with children through an effective key-person system. Management and staff get to know the children and their families well. They implement robust settling-in arrangements when children start to attend the nursery, to help them feel safe and secure. Relationships are sensitive and responsive across the nursery. Babies benefit from consistent care routines and effective key-person arrangements, which helps them to quickly settle in and become familiar with the learning environment.

Staff are positive role models, particularly in the way they communicate with children. They provide a calm learning environment and have high expectations of children's behaviour. Children demonstrate that they are ready for the next stage of their education. Staff take every opportunity to support children's developing independence and their understanding of the importance of good behaviour. Staff talk with parents and use the same strategies to help children learn to manage their emotions and feelings, which provides continuity.

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

• The staff team works hard to implement and embed an ambitious curriculum that supports children's development in all areas of learning. Staff plan clear targets for children to work towards. Activities are meaningful and based on children's interests and what they already know and can do. This means that children are prepared for the next stage in their learning. The curriculum is carefully sequenced. When children reach the pre-school room, staff give appropriate attention to developing the skills children will need for school.
• Staff support children's communication and language skills well. They engage children in meaningful conversation and expand on what children are saying, to build quality two-way interactions. However, at times, in larger activities, children do not benefit as much. For example, on occasions, due to the group sizes, some children lose interest in the discussions that are taking place. At these times, children do not benefit from the intended curriculum.
• Children with special educational needs and/or disabilities are well supported. Staff who have received training in this specialist area support others to implement individual support plans. Regular assessments, intensive support and meetings with parents and/or other professionals involved in the child's care ensure that children make the best possible progress.
• Many older children count confidently. For example, they count the number of children at their lunch table. Staff plan activities to build on children's mathematical awareness. However, they do not make the most of opportunities that arise spontaneously during activities to encourage children to compare numbers and talk about size, quantities and numerals.
• The baby room is airy and spacious. Staff set toys up on different levels to promote babies' physical development. Babies crawl, shuffle and walk to the heavy duty tray. They enjoy exploring a range of sensory activities. For example, children use their hands to squeeze cornflakes and have access to a range of different-textured resources.
• Staff model good manners and encourage children to have good relationships with others. As a result, children are polite and understand the concepts of taking turns and sharing.
• Staff receive regular training to support their ongoing professional development. They receive support through regular supervision and appraisal meetings. This helps managers to assess the team's continuous professional development and ensure that staff are skilled, knowledgeable and able to support children's learning effectively. All staff are highly committed to supporting all children and families to achieve the best outcomes.
• Parents appreciate the inclusive practice and targeted support their children receive to help to meet their individual needs. For example, parents welcome the experiences their children have to promote an understanding of family backgrounds, local communities and what makes their children unique. Parents comment very positively about the consistency in care and education and the progress their children make over time.

What the setting must and should do next

The provider should:

• review the organisation of large-group activities so that children consistently benefit from the intended curriculum
• make greater use of spontaneous opportunities to encourage children to talk about size, quantities and numerals.