The Birches Nursery

What is it like to attend this early years setting?

Staff provide warm and nurturing care for children. This is particularly beneficial for children who need emotional support when they are feeling upset. Staff work closely with parents to find out how they can best support children during their time at nursery. They build on this information by spending time getting to know children and developing secure bonds with them. This helps children, including those who are new to the setting, to settle quickly.

Staff have high expectations for children's behaviour, and this is successfully embedded in their daily practice. They promote positive behaviour throughout the nursery, so that children learn from a young age how they are expected to behave. For instance, staff praise children when they follow instructions, such as sitting nicely at the table during mealtimes. This enables children to recognise what good behaviour looks like.

Staff recognise how to respond to children's emerging interests. For example, toddlers enjoy the sensory experience of using their whole bodies to play with flour on the ground. Staff show them how to sprinkle the flour between their fingers. Toddlers watch with fascination before attempting to copy the action for themselves, which helps to strengthen their small muscles.

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

• Leaders work with staff to implement a curriculum that supports children to learn new skills and knowledge. Staff observe children effectively, which enables them to have a good understanding of children's interests and stages of development. They successfully use this information to plan for what they want children to learn next. This helps children to achieve their next steps and continue to make good progress.
• Leaders implement effective strategies to support staff to strengthen their practice. This includes ensuring that staff receive regular feedback on their planning, activities and interactions with children. This helps staff to build on the quality of their teaching in order to enhance children's experiences at nursery.
• Staff have good knowledge of their key children. This enables them to quickly identify and respond promptly when children are not making the progress they are capable of. The special educational needs and disabilities coordinator (SENDCo) works closely with parents, staff and external agencies to implement effective support for children. This helps children with special educational needs and/or disabilities (SEND) to gain valuable skills and knowledge.
• Staff communicate effectively with each other to ensure that they are deployed well in order to supervise children. For instance, during mealtimes in the toddler room, the room leader reminds staff to sit with children while they eat. This promotes the safety of children and enables staff to respond promptly when they need support.
• Children of all ages receive effective support to build on their ability to do things for themselves. For example, young children develop the skills they need to begin to feed themselves using cutlery. Staff help them to scoop yoghurt onto their spoons, and children enjoy completing this task independently. This enables children to learn to manage their own needs.
• Overall, all staff provide good support to enhance children's progress. For instance, children enjoy experiencing the world around them as they take part in a bug hunt in the park. Staff capture children's interests by showing them things such as snail shells and different insects. Staff use clear and simple language, which helps children with SEND to develop their range of vocabulary. However, sometimes, staff do not recognise when older children need support to extend their learning even further or engage in activities.
• Leaders and staff have established strong parent partnerships to promote children's development. For instance, they work together to support children to be prepared for when they start school. Parents appreciate that staff adapt the daily experiences and activities so that all children are included and are able to take part.

What the setting must and should do next

The provider should:

• strengthen staff skills in recognising when to interact with children to support and extend their learning.