The Beacon Day Nursery

What is it like to attend this early years setting?

The nursery has reviewed and changed its way of working following the impact of the COVID-19 pandemic on children. Well-being is at the heart of the nursery, with daily affirmations and a focus on kindness and consideration to one another. As a result, children receive positive re-enforcement from staff through consistent modelling. They are encouraged to offer praise to their friends and celebrate each other's achievements. This is creating a culture of respect for one another and preparing children for life in modern Britain.

Children access a rich and varied curriculum. The environment is carefully planned to engage children in all areas of learning. They enthusiastically fill containers with water and wait patiently for their turn at the tap. Children manipulate play dough and add spices that remind them of home. They are revisiting previous learning and building on what they already know and can do.

Staff have high expectations for children's behaviour. Younger children who are still learning how to share are supported to take turns. Children are reminded to walk indoors and run outside. They have a positive attitude and respond to adult guidance because they understand the rules and boundaries.

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

• Leaders have a clear vision for the nursery. Staff receive regular supervisions to identify training needs, challenge practice and develop their skills. They also receive well-being questionnaires to share any worries or concerns they may have. As a result, staff offer a high-quality curriculum to children because they are supported by leaders to do so.
• The curriculum is sequenced, and children are making good progress. Staff know children well and complete regular assessments. They speak confidently about children's individual next steps when offering high-quality learning experiences. Children have frequent positive interactions with staff, who support them to extend their play and learning. However, during group activities, some children's focus can be lost due to a lack of structure. This is not preparing children to develop some of the key skills needed when they start school.
• Children are learning to be respectful and celebrate each other's achievements. They eagerly suggest a friend who was 'kind' when they were 'sad' to be added to the 'kindness board'. This is supporting children to explore how their own behaviour can impact on others. Diversity is also openly celebrated as they learn about what makes them different and their local community of Nelson. As a result, the nursery has created a culture that encourages children to celebrate diversity and appreciate and value one another.
• Behaviour is good. Children have a positive attitude to learning because they enjoy what they are doing. They engage in activities with an enthusiasm and a 'can-do' approach. Children feel safe and secure. As a result, they are confident to access the environment independently. Any conflict within play is quickly resolved as staff support children to express their feelings and take others' views into consideration. Therefore, children are learning a sense of right and wrong.
• Children are learning how care for themselves as they develop skills such as wiping their own noses at the nose station. They are developing independence as they carefully cut their fruit and pour their own drinks at snack time. Children also receive lots of praise and encouragement from staff as they put on and take off their shoes, boots and coats. This is developing children's confidence and the independence they will need for school.
• Children with special educational needs and/or disabilities are well supported. Partnership working with parents ensures that targeted plans are put in place and referrals to appropriate agencies are made. In addition, the nursery has a high number of children who speak English as an additional language. Staff have developed strategies to support children in developing their understanding of English through visual prompts. As a result, all children are receiving the support to make the progress that they are capable of.

What the setting must and should do next

The provider should:

• offer structure during group activities to develop children's focus and their understanding of behaviour expectations.