The New Mulberry Bush

What is it like to attend this early years setting?

Parents are not able to come into the nursery to stay and play because of the COVID-19 (coronavirus) pandemic. They leave their children with a member of staff at the main entrance. Children arrive happily and receive a warm, friendly greeting from the caring staff. They quickly become engaged in their play and learning. They confidently move round the safe and interesting indoor and outdoor areas.

Staff skilfully support children to understand boundaries and to develop an awareness and respect for their peers. For instance, staff guide children to share the resources from a young age. Pre-school children understand the boundaries that staff set. For instance, they know that staff only want certain numbers of children playing in the sand. Children behave very well. They concentrate on what is being taught and confidently take part in activities.

Children have fun playing in the gardens and thoroughly enjoy the freedom to take measured risks. For instance, toddlers practise their physical skills on the low-level swings. Staff encourage them to swing their legs to make the swing go. They practise their skills as they throw and catch a ball. Pre-school children develop friendships. They are keen to play with their friends outside.

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

• Staff implement the areas of learning through offering a range of planned activities. They interact with children during their chosen play. Staff complete regular observations of children. They use these observations to identify any gaps in children's learning and they seek early professional help, when needed.
• Children with special educational needs and/or disabilities receive tailored support to help them to make progress. Staff work on a one-to-one basis with them, where needed, to meet their needs. Children who speak English as an additional language are helped to build on their vocabulary. Staff respect the vital role of their home language and use words provided from home to communicate.
• Staff support children to develop their small- and large-muscle skills and the control needed in preparation for writing. They recognise children's different stages of development. They generally adapt activities according to children's abilities and interests. For example, they provide various ways for children to make marks, such as on paper, in a sand tray or with paintbrushes on the fence. This helps children to develop the skills they need before learning how to form letters.
• The manager and staff fully consider the needs of children when making improvements. For example, the baby room has been reorganised to make better use of the space for children. In the toddler room, children have been introduced to new routines. This is to help them understand when their play will need to end and that they need to help to tidy up. This has a very positive impact on children's learning and enjoyment.
• Overall, staff skilfully support children to form words and sentences. As children get older, staff provide many opportunities for them to join in conversations. However, staff are not consistent in encouraging children to think and work things out for themselves when they ask them questions.
• Parents speak highly of the nursery and are aware of the progress their children are making. Staff share children's next steps with parents and give them ideas for how they can support their children's learning at home. During the COVID-19 pandemic lockdown, the staff kept in touch with parents. They provided home learning packs and have developed a lending library. This is so that parents can share books with their children at home.
• The manager is passionate about providing high-quality care and education. She has high expectations for what children can achieve in the nursery. Staff are supported well in their roles through effective supervision. They develop their knowledge and skills through regular professional development. However, staff's understanding of some wider safeguarding issues is not as robust.

What the setting must and should do next

The provider should:

• build on staff's questioning techniques so that they consistently ask questions that encourage children to think of their own responses and express their own ideas
• improve staff's understanding of wider safeguarding issues, such as breast ironing, so that they know what signs and symptoms they need to be aware of.