The Mulberry Kindergarten

What is it like to attend this early years setting?

Children form warm relationships with the nursery staff. As a result, children are happy and confident. New routines have been put into place due to COVID-19 pandemic which mean that parents no longer go into the nursery. Despite this, children confidently leave their parents. Staff promote children's language and communication skills well. For example, children enthusiastically join in with songs and rhymes during a circle time in the garden. Staff encourage them to take turns to develop their vocabulary as they each choose a line from a song to sing. Children shake with excitement when it is their turn to sing their chosen line. They take note of their environment and staff follow their curiosity, for example when a child finds a seed on the ground. The staff member encourages the child to explore the seed. They use enriching vocabulary, which the child then repeats, thereby extending their understanding of new words. Children benefit from opportunities for physical development. All children have access to a well-resourced outside area where they can develop their skills, such as mastering how to balance a plastic egg on a spoon. There is a calm and consistent approach to behaviour management. Staff have generally high expectations of children and, as a result, children behave well and are kind and caring towards one another.

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

• Communication with parents is strong and there is mutual respect between the parents and the staff. Parents praise the nursery for its caring and supportive approach to the care and learning of their children. The staff provide a flexible approach, which ensures that the needs of the children and their families are met.
• Overall, a well-sequenced curriculum teaches children new skills as well as giving them time to practise them. Parents talk about the progress that their children make. For example, one parent told the inspector, 'He is so happy here, he talks about it all the time and his vocabulary has been extended'.
• Staff are aware of and extend children's interests. Staff play alongside children who are thoroughly immersed in creating their own game. This provides opportunities to explore and develop language.
• Leaders and managers provide an inclusive curriculum where diversity is celebrated and is part and parcel of everyday life at the nursery.
• Children with special educational needs are well supported. There is a joined-up approach with parents and outside agencies. As a result, children make good progress.
• Leaders give staff regular supervision and discuss any concerns that they have. Staff feel well supported and are given regular feedback on their strengths and how to further develop their skills and knowledge.
• At social times, such as lunchtime, children are self-assured. They are taught to use cutlery effectively and are given further guidance on how to improve on this. For example, a child is shown how to use her fork with the prongs down to help her efficiency.
• Staff have embedded rigorous hygiene procedures for the children to follow into the daily routine.
• The leaders and staff regularly reflect on their practice and assess the quality of the provision. They have regular planning meetings to ensure that they evaluate children's progress effectively.
• Children have opportunities to develop early maths skills within their play. For example, they count the number of skittles that they have knocked over. However, the curriculum for mathematical development for older children is less ambitious.

What the setting must and should do next

The provider should:

• develop the curriculum for mathematical development to ensure there are high expectations for older children.