The Bourne End Day Nursery and Pre-School

What is it like to attend this early years setting?

Leaders and staff plan a well-sequenced curriculum. They provide a warm and welcoming environment and have high ambitions for all children. Children are confident and happy during their time in this inviting nursery. They separate from their parents with ease and happily engage in activities alongside their friends.

All children are curious learners. They are keen to join in with the learning experiences the staff provide for them. For example, older children excitedly roll balls down pipes and confidently use words in context, such as 'faster' and 'slower.' Babies show curiosity in the resources available to them. They delight in activities, such as play dough, on table-top surfaces. This helps children develop positive attitudes towards their learning.

Staff create an environment that provides children with opportunities to develop their physical skills. For example, babies use age-appropriate climbing and balancing equipment confidently. Their older peers whizz around on ride on toys and balance carefully across beams. They learn how to manage risks and show an awareness of others as they safely negotiate space around them. The staff are good role models. They talk to children at a level of their understanding, so they know what is expected of them. Children follow rules and boundaries and behave well.

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

• Leaders have worked hard to make improvements since the last inspection. They know what children can and cannot do and plan a varied curriculum that covers the seven areas of learning. The staff provide good support to children with English as an additional language and children with special educational needs and/or disabilities. They work closely alongside other professionals involved in their care, to ensure first rate interventions. Consequently, all children make good progress and develop the skills they need for school.
• Leaders are passionate about the nursery. They place a strong focus on staff well-being and offer them regular opportunities to discuss their welfare needs and any support they require to enhance their practice. All staff regularly update their professional development. They have recently attended training on how to manage children's behaviour. This has enhanced their skills and knowledge in supporting children to manage their feelings and emotions. This is reflected in the positive way children behave.'
• The staff spend time getting to know their individual children well. They plan activities accordingly to help them meet the next steps in their development. For example, staff ask children questions and introduce a range of vocabulary as they engage in their play. However, they do not support children to recall previous knowledge, to help build on their existing knowledge and further their on-going development.
• The staff support early writing skills well. For example, older children confidently write their names on artwork. Their younger peers practise how to use tools, such as brushes and chalks to create patterns on different services.
• The staff are patient and caring and form strong relationships with the children in their care. They develop spaces within the indoor and outdoor play areas, where children can go if they feel a little overwhelmed or simply just want some quiet time with their friends. This has had a positive impact on children's behaviour. They are polite and kind to others, and are learning how to manage their own disputes independently.
• Children benefit from a staff team that acknowledge their individuality and incorporate their cultures and backgrounds into daily activities. For example, children delight in reading and sharing books in their home languages. With support from the staff, they find their home countries on maps of the world and engage in discussion about their home lives. This supports children develop a secure sense of belonging at the nursery, and helps children learn about similarities and differences in the wider world.
• Leaders and the staff have worked hard to further improve partnerships with parents. For example, they share information through discussions and digital media. The have introduced open days, home activity packs and a lending library to support parents in reading with their children at home. However, they do not share more detailed information on children's goals and targets with all parents, to ensure consistent continuity in children's on-going development.

What the setting must and should do next

The provider should:

• support children to recall their prior knowledge, to help build on what they already know and can do
• provide all parents with more specific information about their children's on-going progress, to offer consistent continuity in children's learning at the setting and at home.