The Beaconsfield Day Nursery and Pre-School

What is it like to attend this early years setting?

Staff are friendly, kind and nurturing. As children and parents arrive, staff greet them with warmth and enthusiasm, helping children to settle quickly. Leaders and staff have high expectations for all children. They have developed a curriculum that focuses on providing children with a wide range of opportunities and experiences within their local community to help enhance their understanding of the wider world. Children of all ages take part in regular outings. Older children enjoy trips to the local care home and staff take children to deliver food to the nearby food bank and on walks to the shops and train station. Children learn about other cultures. For example, staff invite parents into the nursery to share baking, songs and stories from their own heritage with the children. This helps all children to feel welcome and valued at the nursery.

Leaders have taken swift action to address the weaknesses raised at the last inspection. All children, including those with special educational needs and/or disabilities (SEND), enjoy a wide range of activities that ignite their curiosity and imagination. Children thoroughly enjoy being outside where they build on their physical skills and strength. They run, jump and climb and show high levels of perseverance as they practise these skills. Children take part wholeheartedly in the daily yoga sessions and are motivated to persevere with challenging movements such as hopping and balancing. Staff set clear expectations for behaviour and children behave well. Staff model how to treat others with respect and help children understand the consequences of their actions upon others. Children show kindness towards each other and an awareness of their own emotions.

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

• The manager reflects on the provision and has a clear and ambitious vision for the nursery. She has an accurate view of the strengths and areas for development for the setting. Staff feel extremely supported by the leadership team. They benefit from numerous opportunities to develop their skills further. For example, they complete qualifications and receive regular training as well as taking part in appraisals and supervision meetings.
• Overall, staff deliver a broad curriculum that inspires and motivates children. They are clear about what they intend for children to learn. Children are provided with many activities that capture their interests. However, occasionally, some staff do not recognise when to adapt the activities in response to children's current skills and knowledge to help ensure that each child can benefit from the learning experiences. On these occasions, children's learning is less well supported.
• The special educational needs and/or disabilities coordinator (SENDCo) has extensive knowledge on how to support children with SEND. The SENDCo works alongside all staff, parents and external agencies to ensure that children's individual needs are being met. Staff use a range of strategies to support children, such as visual aids and Makaton. They work together to ensure that children receive a shared approach to their learning. This supports all children to achieve the best outcomes.
• Staff form strong attachments with babies. They are highly attuned to their individual needs and know them well. Babies demonstrate that they are emotionally secure in the nursery as they smile and regularly snuggle up to the staff for cuddles. Staff provide rich experiences to support babies' early development. For example, babies explore and investigate baskets full of interesting objects. Staff encourage young children to move and explore and they share in babies' delight when they walk over a low ramp.
• Staff model language well and teach children new words as they play. Children sing songs and hear lots of stories read by staff. Babies babble in response to adults' interactions and singing. The oldest children engage in meaningful conversations with their friends and those that care for them.
• Staff place a strong focus on developing children's independence and preparing them for their future learning, including starting school. Younger children wash their hands, with just a little help from staff. Older children support the youngest children at mealtimes and help tidy up after lunch. Staff are always available to offer praise when children try to do things for themselves. This helps children to develop confidence in doing things for themselves.
• Partnership with parents is a strength of the nursery. Staff share regular updates with parents on their children's development. Parents have monthly discussions with staff about their children's progress and work together to develop children's skills. There is a 'home-learning library', where parents can take books and activities home to continue their learning. Parents attend events, such as a family fun day and a graduation ceremony. They say that they enjoy being involved in their children's learning and that there is a real sense of community.

What the setting must and should do next

The provider should:

• strengthen staff's skills in recognising when and how to adapt activities to further extend individual children's learning and development.