Barnabas House Private Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have a positive start to their education at the nursery.

They develop a range of skills and knowledge through good quality teaching and a stimulating environment. Children respond well to the high expectations the staff set for them. They explore, create and make choices about how to spend their day.

Children of different ages have opportunities to play together in shared spaces. This allows children to socialise with others. Older children act as positive role models for younger children.

Children are kind and polite; they are encouraged to use good manners. Children are happy and safe. at the settin...g.

They develop coordination and control of their movements in a large room, is dedicated to building children's physical skills. Children develop their creativity and imagination in the art room. Older children freely choose which space they would like to spend time in.

Children play outside daily. All areas offer resources that support children's development. For example, pre-school children develop their role-play skills as they explore the doctor's area.

The setting is inclusive, and the children show respect for staff and each other. They behave well. Consistent strategies help children to understand what is expected of them.

For example, the 'manners monster' and 'super sharer' are used throughout the nursery.

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

Staff know children well. They understand what children need to work on next and how they will help them to complete their next steps.

Staff extend children's learning well. For example, as children dig in sand, staff introduce treasure maps. Children excitedly point out the different features.

Staff encourage children to count, and help them to recognise letters on stones. All children make good progress in their learning.Support for children's communication and language is good.

Staff narrate what they do and repeat key words for babies. Staff use signs to support spoken communication, such as 'finished' during lunchtime. Toddlers eagerly try to sign back to staff.

Songs and stories help to develop children's vocabulary, and the children become confident communicators.At times, particularly when children are transitioning between rooms, the learning environment becomes distracting for children. For example, as pre-school children return from the art room, they are noisy.

This distracts others who are listening to a story and makes children lose focus on their learning.Children's early literacy is well promoted, and they develop a love of books. For example, children listen intently to the book of the month, 'Elmer'.

They understand the role of the author and the illustrator, eagerly sharing their knowledge with the group. Children excitedly join in with the story. Pre-school children learn to hold books and turn pages in the dedicated library space.

Children are encouraged to try things out and investigate. For example, babies use their senses as they explore different-coloured sand. They are supported to think about how it feels and tastes.

Babies become highly engaged in their learning, which helps them to take full advantage of the activities on offer.Children with special educational needs and/or disabilities (SEND) achieve good outcomes. They build close relationships with their key person.

Staff are nurturing and responsive to children's needs, for example, they accurately recognise children's verbal and non-verbal cues. Staff encourage speech and signing to support communication. The setting works closely with the local authority to support children with SEND.

Staff take part in a variety of training to support their development. Staff working with children under two years of age receive tailored training to support their work with this age group. However, staff supervision is not yet highly effective at ensuring staff practice is monitored and continually improved.

Staff practice is not fully evaluated, to help ensure it is of the highest standard.Parents are happy with the care that their children receive. They praise the communication and 'friendly' staff team.

Parents comment that their children make good progress. Strong parent partnerships help to promote continuity between home and the nursery.

Safeguarding

The arrangements for safeguarding are effective.

Staff have good knowledge of different types of abuse and what signs they need to be alert to. They know how to report any concerns they have. Staff take part in regular training to help ensure that their knowledge is up to date.

Staff regularly risk assess the environment to help ensure it is a safe space for children to play and learn. They consider sun safety when children play outside. Staff discuss with children how they can help to keep themselves safe online.

Allergies and dietary requirements are managed well. Robust procedures are followed which helps to prevent any cross contamination.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to consider the learning environment, particularly during times of transition, to help ensure children do not become distracted from their learning nenhance the supervision of staff so that it is highly focused on helping staff practice to continually improve.