The Mulberry Bush

What is it like to attend this early years setting?

Staff greet children kindly and enthusiastically. On arrival, children settle extremely well. They find their picture as part of self-registration and choose their own peg to attach it too. This shows that children are emotionally secure. The nursery's drive for an inclusive culture is successfully embedded throughout. Staff ensure they listen to and support every child. As a result, children have positive relationships with all staff. Children present them with pieces of artwork and give ideas of what they want to do next. Younger children snuggle with staff to share stories in a calm and nurturing environment.

Children show positive attitudes towards their learning and behave well. Staff deliver a broad curriculum, which helps them to ensure children have regular opportunities to hear and join in with familiar rhymes, songs and stories to support their language skills. Babies and toddlers thoroughly enjoy group singing activities. Staff help children become confident to choose songs for everyone to sing and use sign language. Older children show their full attention as they listen to 'There's a Monster in Your Book'. They enthusiastically interact by tilting, spinning and shaking the book to get the monster out. They giggle with excitement as they see the funny results when turning the pages. This helps children develop a love of books.

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

• Leaders show a clear curriculum intent for the nursery. They share this with staff, who help children to build on what they know and can do. They offer a range of opportunities for children to practise set skills. For example, staff aim for children to develop climbing skills in each age range. Toddlers and babies climb on soft play and ramps as they become increasingly mobile. Older children enjoy obstacle courses following current events, such as The Commonwealth Games. As a result, children are physically active and they begin to gain an understanding of people, communities and the wider world.
• Staff listen to children extremely well and seek children's ideas through open-ended questions to challenge their thinking. For example, children's views feed through the curriculum and enhance the learning environment. Innovative ideas, such as a pre-school committee, ensure that staff consider their views. Children ask to learn about builders. Staff involve children in creating a building area. This helps children know staff appreciate their opinion.
• Leaders and managers support staff with regular supervision and training. They are supportive of staff's well-being. For example, staff have opportunities to speak to the designated well-being officer for advice and support. Staff report that 'Well-being Wednesdays' help them feel valued and supported.
• Risk assessments are robust. Children are well supervised and supported as they play and learn. Staff recognise blind spots and know to be more vigilant in areas that need closer supervision.
• Children have good opportunities to develop their communication and language skills. For example, babies happily respond to staff's affectionate chat and singing. Older children explore wordless books. Staff support children to tell a story purely through illustrations. As a result, children are confident speakers.
• Staff support children's independence and good health. Children learn to use the toilet and wash their hands afterwards. They put on their shoes and are confident to seek out adults for help. Most-able children skilfully serve their food at mealtimes and tidy away after themselves. However, during some routine transition times, including mealtimes, staff are not prompt to recognise that some children wait for long periods, which impacts children's attitudes.
• The nursery aim for children to 'cook' is delivered well across the whole setting. Healthy eating is heavily promoted. For example, children grow their own vegetables and give them to the chef to cook at mealtimes. Babies explore real vegetables within the environment. Toddlers and older children use utensils to peel and chop vegetables within the role play areas. This supports children to develop healthy lifestyles.
• Partnership with parents is strong. Parents speak highly of the nursery and comment on the amazing resources available to children after their recent refurbishment. Good communication ensures parents know what their children can do and what they will be learning next.

What the setting must and should do next

The provider should:

• further support children's individual needs and ensure that children do not wait for long periods during routine transition times.