The Mulberry Tree Day Nursery Ltd

What is it like to attend this early years setting?

The provider has created a friendly and cosy, home-from-home environment that children are eager to attend. Staff form close relationships with all children and offer an abundance of support to the families of children that attend. This helps to build respectful relationships. Staff recognise quickly when children feel overwhelmed and offer support and reassurance. They get to know all children well and support their individual needs effectively. Staff help children to share and turn-take. When children have disagreements, staff respond and help children to resolve these. As a result of this support, children demonstrate good behaviour and a mature approach.

The nursery provides a curriculum that is ambitious for all children. The emotional development of children is particularly well supported. Staff have established a 'positivity club' in which they spend time talking to children about emotions and how they feel. Staff are considerate; they validate how children feel and talk to children about their own emotions. They introduce a variety of new words, such as 'grateful' and 'worried', to extend children's vocabulary and help them explain themselves. Children learn breathing techniques to help calm them if they feel 'upset' or 'angry'. Staff support children to use positive words to describe themselves and others. Children state they are 'kind, strong and caring'. This approach helps children feel confident and secure.

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

• The provider's curriculum for communication and language is designed to help children to learn new skills. Children are mostly well prepared for the next stage in their learning. However, staff sometimes ask children questions in quick succession. Children do not have time to think and formulate a response. This approach does not consistently help develop children's emerging conversational skills.
• In the main, children have positive attitudes to learning and are eager to take part in adult-led activities. However, staff do not ensure that they adjust the delivery of the curriculum, when needed, to help all children build on what they already know and can do. This means some children become disengaged and, as a result, their learning is not fully extended during these times.
• The procedures for identifying and supporting children with special educational needs and/or disabilities (SEND) are a strength of the nursery. Staff track children's development closely to identify any gaps in learning. Targeted screening assessments are carried out. This tailored support for children with SEND helps them to make continued progress in their learning.
• Staff plan well to provide experiences for children that they may not otherwise get. Children regularly visit a local nursing home and enjoy social occasions with the residents. Families make food hampers that staff and children donate to a local food bank. These experiences support children to embrace the local community and develop responsible attitudes.
• Staff incorporate mathematical learning experiences into children's play. They introduce words, such as 'long', 'short', 'empty' and 'full', to help extend children's knowledge of mathematical vocabulary. Children demonstrate their understanding as they use these words in their play. For example, they discuss if a plank is long enough to fit a gap in the track used for the cars. Children are developing the mathematical skills needed for the next stage of their learning.
• Staff chat to children about the healthy foods that the nursery chef provides. Children take part in regular dance and sports sessions. They know that exercise helps to support healthy lifestyles. This supports children to develop positive attitudes for the future and promotes children's overall well-being.
• Partnership working is effective. Staff work closely with local schools to share information and create seamless transitions for children. Parents receive information about children's next steps in learning. This helps parents to extend children's learning at home.
• Children show good levels of independence for their age. They self-register on arrival, select their fruit at snack times, and serve their lunch independently. Children access the water fountain throughout the day, carefully pouring their own drinks. As a result, children build their resilience and confidence by completing tasks for themselves.

What the setting must and should do next

The provider should:

• provide support for staff to help them to strengthen the delivery of all aspects of the intended curriculum.