The Burrow Nursery & Pre-School

What is it like to attend this early years setting?

Staff prioritise children's emotional well-being from the outset. They have a deep-rooted understanding of how children build attachments. This is central to the nursery curriculum to enable children to consistently feel secure. Before children start to attend the nursery, staff visit them and their families at home to provide opportunities to familiarise themselves with each other. This supports all children to settle in with ease and thrive in this exciting and highly stimulating nursery.

Staff plan meticulously and provide an innovative curriculum. Children flourish in the forest school and outdoor environment, which is at the heart of the nursery ethos. They have a thirst for learning. Younger children develop their physical skills as they practise using steps to move between different levels. They carefully balance to walk across beams and up ramps. Toddlers are captivated in exploring the natural world around them. They find creatures in the environment, which staff help them to take care of. Children place toy frogs on top of a log. Staff encourage them to observe changes in the total number when they take one away or put one back, while they sing familiar songs they know about frogs. Older children skilfully hold on as they play on a zip wire. They know to tuck their thumbs under to hold on safely and pull their knees up high to protect their legs.

Staff have extremely high expectations for every child, including those with special educational needs and/or disabilities (SEND). As a result, children grow into confident and independent individuals. Older children help to set tables up for mealtimes and serve their own food and drinks. They learn how to use tools and equipment safely. Children confidently explain how they use screwdrivers and hammers to make their own submarine in the woodwork area.

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

• The owner and management team are incredibly passionate about giving every child an exceptional early years experience. Their commitment and dedication are infectious. They have devised an ambitious learning programme that sequences and challenges every child's learning. Staff understand and deliver this in imaginative ways that captivate children. As a result, children are engrossed in their learning and become well prepared for their eventual transition to school.
• Leaders and managers prioritise staff's well-being and professional development. Staff comment on the significant level of support they receive from managers as well as other professionals outside of the nursery. The rigorous programme of training and supervision focuses precisely on staff's teaching skills and practice. Managers provide targets for individual staff members, which they regularly review. This helps to continuously improve staff's already superior teaching skills. All children are provided with an exemplary quality of care and education.
• Staff are inspirational. They use their deep knowledge of children and their families to consistently provide exciting and challenging activities that are tailored to support each child's needs. Staff follow children's interests and tactfully incorporate learning opportunities in their play. As a result, children become immersed in their learning and make exceptional progress in their development.
• Parents are delighted with the thorough information they receive from staff about their child's care and learning, and opportunities are provided to extend children's learning further at home. Children visit with their parents on days they do not attend the nursery, to exchange their books from the nursery library. Parents are elated about the additional support provided to meet their children's individual needs.
• Children with SEND receive a first-class experience. Staff are proactive in identifying any gaps in children's learning. The knowledgeable coordinator works with children's parents and key person to swiftly implement plans for individual children so that they are supported to make progress in their learning. They work closely with other professionals to obtain the support children need at the earliest opportunity.
• Children's behaviour is impeccable. Staff are excellent role models and consistently explain their expectations to children. When playing outdoors, staff remind children that they can only go down a slide facing downwards if there is an adult nearby. They explain to children that visitors who wear a yellow lanyard have been considered safe by the manager. As a result, children learn how to keep themselves and others safe.
• Staff go over and above to support children's communication and language development. They take every opportunity to sing to children and introduce new words. Staff explain the meaning of new words they use. They reinforce this with babies by showing them pictures, and they use sign language and gestures to help them to communicate in other ways. Older children become fluent and confident communicators. They articulate themselves and maintain complex and comprehensive conversations.
• Staff are imaginative in sharing books with babies and young children. They stop regularly to check children's understanding and point out words that they use in the illustrations. Older children's love of reading is embedded. They confidently use books to tell stories to adults. They handle books with care and know how to turn pages carefully. Children act out a familiar story they know about a bear. They chant key phrases as they walk around the garden and squeal with excitement when they find the bear.