The Cabin at Barn Park Nursery

What is it like to attend this early years setting?

Children thrive in this rich, vibrant and wholly inclusive community nursery. Staff have an excellent understanding of children's needs based on first-hand observations and excellent relationships with parents. Children join in enthusiastically with a wide range of exciting and challenging activities and become deeply engrossed in learning new skills. For example, at snack time children concentrate intently on buttering their crackers and pouring their drinks.

Children develop a love of books through a wide range of opportunities to share and talk about the books with adults. Children creatively act out their experiences, ideas and favourite stories through role play. They are eager to take books home and share activities with parents and families.

Behaviour is exceptional. Children happily take turns and play together without prompting. They are kind and considerate, supported by adults who model caring and respectful relationships. Innovative and inspiring consideration is given to supporting children's emotional health and mental well-being. Staff enthusiastically celebrate children's individual achievements, building on their self-esteem and confidence, for example when a child takes a first step, posts a new shape or uses a sign for the first time to communicate a choice. Children spontaneously told the inspector what they love about their nursery.

Children feel safe and secure and are extremely happy. Staff have high expectations for all children and ensure no child is invisible. This nursery remained open throughout the COVID-19 pandemic national lockdowns for most children. Staff work tirelessly to support any gaps in learning from this time.

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

• All children make exceptional progress in this nursery as staff tailor activities to reflect their unique needs and interests. Staff understand how children learn and build on their skills and knowledge. For example, children who show an interest in numbers practise counting and matching and learn further mathematical language such as 'most' and 'least'.
• Children develop their vocabulary and communication skills as staff are well trained and skilled to model and extend their language. Staff use interactive stories, rhymes and singing, supported by signing, to encourage children's understanding and promote their language development. Children are able to take activity packs home to extend this learning.
• Staff expertly develop children's physical play and fine motor skills. They offer daily opportunities for dance and mark making and provide a range of tools for modelling. Children are creative and use play dough models they have made to make up short stories.
• Children learn to become independent in their self-help skills. They pour their own drinks and prepare their snack. Staff provide children with a toothbrush and toothpaste to take home to use. Children clean their teeth after lunch, taking care in how to brush them, and they learn how to be more aware of healthy food choices.
• Children learn about the diversity of the wider world beyond their community. They have opportunities to listen to stories, engage in celebrations and festivals and visit new locations. Children find out how other cultures celebrate festivals and they adapt the performance of a play to reflect this.
• Parents feel extremely well supported and recognise the nursery as a key feature of the community. They report that children settle extremely quickly and make rapid progress. The nursery staff provide extensive updates on children's experiences and progress and encourage parents to share their children's 'wow' moments.
• Children with special educational needs and/or disabilities make exceptional progress. Staff identify needs early and implement advice from professionals. Children celebrate their achievements, which builds their self-esteem and confidence.
• Leaders and managers work tirelessly to ensure that high levels of success and happiness are achieved for each child. They support staff to look after their own well-being so that they can be the best role models for the children. A reduction in staff workload has had a positive impact on the time spent on teaching and learning. Children and staff are happy, highly motivated and ensure that each moment is an opportunity to play and interact. For example, children and staff all join in with a highly engaging action, rhyme and dance session and find out how exercise is good for their well-being.
• Leaders and managers work closely with the local children's centre to provide children and families with additional support when required. For example, they access food parcels and provide opportunities for fathers to meet and support each other.