Barton Moss Children’s Centre Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The nursery is a warm, welcoming and safe environment for children to learn and develop. Staff provide a variety of interesting natural resources and equipment to support children's development in all areas of learning. They plan activities to build on what children already know.

For example, staff help children find about where apples grow during a forest school session. They encourage children to think about how to get the apples down from the tree. Staff extend children's learning further as they encourage them to count the apples and berries they have picked.

They introduce mathematical language such as 'heavy' and... 'light' as children carry the fruit back to the nursery. Staff support children's listening and speaking skills. For example, they encourage children to listen to sounds in their environment.

Staff introduce new language such as 'helicopter' as one flies overhead, and children repeat the word clearly.Due to uncertainties, the nursery experienced a period of high staff turnover, resulting in parents and children feeling unsettled. However, the manager now has a secure staff team, and new staff are establishing positive, trusting and warm relationships with children and their families.

The nursery is in a settled state. Leaders and existing staff are supporting new staff. Leaders are focusing on embedding nursery policies and practices with new staff to ensure consistency across the whole team.

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

The nursery has been through a period of uncertainty as to whether it would continue to operate. This resulted in some staff resigning, leading to inconsistencies in the key-person system. However, the core leadership team has remained strong, and the staff who remained at the nursery provide teaching of a high standard.

Leaders now have a secure and stable staff team.Leaders give staff regular feedback on their performance through observation and supervision. They provide training for staff and measure the impact this has on practice and provision.

Leaders are establishing a regular structure of support for new staff. They recognise the need to continue to focus on this support to ensure the quality of teaching is raised consistently to the highest standard.Staff are good role models and give children clear messages about behaviour expectations.

As a result, children's behaviour is good. Staff encourage children to share, take turns and be gentle with one another. They understand that children learn from what they see and hear.

Staff are respectful towards children and consistently say 'please' and 'thank you' when interacting with them. As a result, children learn to be respectful to others and use good manners.Children's physical health and well-being are a high priority for staff.

They provide healthy, nutritionally balanced meals and snacks that children enjoy.Children have regular access to fresh air and physical activity during outdoor play and forest school sessions. Staff also provide calm, comfortable spaces for children to rest and sleep.

Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities. Staff promote curiosity, exploration and imaginative play through activities. For example, they build dens with children using large cardboard boxes.

Children suggest how to make the den darker and drape materials over the boxes to make a door.Staff provide activities based on children's unique interests. They make accurate observations and assessments of what children know and can do.

Staff regularly share information with parents about their children's progress. Leaders provide staff with non-contact time to complete assessments to reduce workload. They use initiatives such as a 'hug in a mug' to show staff their appreciation for their hard work.

This helps to support staff's emotional well-being.Staff support learning at home, including by sharing activity bags and story sacks with parents, and giving parents access to a lending library. This helps to promote a shared love of reading.

Staff provide children with a wide range of experiences that teach them about the wider world. Children learn about festivals such as Australia Day, enjoy visits to the theatre and take trips to local supermarkets to purchase ingredients for baking activities.

Safeguarding

The arrangements for safeguarding are effective.

Staff are aware of the signs that cause them to have concerns about a child's welfare. They have a good knowledge of child protection policies and procedures. Staff receive regular training to ensure their knowledge remains up to date.

Robust recruitment procedures are in place to ensure staff are suitable. These are followed by extensive, ongoing induction processes that support staff to have a good understanding of their roles and responsibilities.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: focus on supporting new staff in their professional development to raise the quality of teaching to a consistently high standard continue to establish the key-person system with new staff to ensure children form secure attachments and their emotional well-being is supported effectively.

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