Brockhill Barn Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy coming to nursery, and parents receive a warm welcome on their arrival.

They are able to have a chat to their child's key person and pass on any messages. This helps ease the settling-in process. Parents value the care and attention they receive from staff about their child.

They express that they feel the nursery is like a 'second home' and praise the support given to the children. Babies experience a warm, caring environment in which they make good progress. Their individual needs and home routines are considered.

Children make good progress in their learning. This is because managers and staf...f have consistent expectations of behaviour in nursery. Staff use praise at all times to encourage positive behaviour.

For example, they explain to children that 'they have been very kind this morning'. Older children show they have good understanding of the circle time rules. During children's play, if they need to, staff will give a gentle reminder about behaviour.

Babies have lots of fun singing and using instruments. They learn to become more confident during a 'rhythm time' session. Toddlers explore their senses using a range of objects.

They describe how different types of paper feel, using words such as 'rough' and 'smooth'. They use sensory bottles to shake and listen to the different sounds they can hear. Older children attempt to write letters in their name using chalks and count the number of children in nursery.

They are developing the necessary skills needed in readiness for school.

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

The management team has a clear understanding of what they want the children to learn. Staff plan activities based upon children's interests, experiences and stage of development.

They choose to provide each child with a 'profile' booklet containing observations and photographs of important milestones. This helps to demonstrate the progression children make during their time at nursery.There is an experienced staff team in place that work well together.

The management team continue to develop and move the setting forwards. Staff have regular supervision meetings and access a range of training. This enables them to reflect on their practice and improve outcomes for children.

There is a strong emphasis on self-review. Staff, parents and children all contribute their views to develop the nursery further.Children develop their confidence and independence at nursery.

For example, staff provide support to babies as they try to use spoons. Staff praise them and clap with excitement as they try to feed themselves. Older children are supported as they use a knife to spread butter on their malt loaf for snack.

They try and use both their knife and fork at mealtimes and then wipe their own face using a flannel after eating.All children enjoy listening to songs, rhymes and stories. Babies are encouraged to babble and to copy sounds and words.

Toddlers choose their favourite rhyme from the rhyme bag. Staff use props to engage the children in the song. Older children sing alphabet rhymes to reinforce letter sounds.

Staff develop children's language skills and ask questions to extend their learning. For example, in the role play area, staff ask children, 'What is wrong with your baby?' and 'Why do you think she might need a bandage?' The nursery provides good support to children who speak English as an additional language (EAL). Staff ask parents to provide some key words in their home language, which enables them to provide support to children who speak EAL at nursery.

It also helps children who speak EAL to develop the confidence needed to develop their speech. Staff use visual prompts on cards to help all children understand instructions. This provides both reassurance and support for them.

The use of a visual timetable also enables all children to gain confidence in understanding the daily routine.Children develop their small-muscle skills well due to the experiences offered. For example, toddlers use modelling tools to manipulate dough.

They use rolling pins and dough scissors to form shapes. Older children enjoy completing jigsaw puzzles. However, although children have the opportunity to enjoy running and copying some exercises, overall, they have less opportunities to practice their large-muscle movements to help challenge their physical development even further.

Staff teach children about being healthy. They eat nutritious food prepared by the on-site cook. All children wash their hands, and staff encourage them to use soap and water and then dry them.

However, staff do not always use these opportunities to talk to children about why they are doing this and explain the importance of following good hygiene routines.

Safeguarding

The arrangements for safeguarding are effective.The manager ensures that children remain safe.

There are daily risk assessments in place that help to minimise any risk to children. Risk assessments are also completed for local trips to the farm and nature 'welly' walks. The premises is very secure.

Visitors cannot enter the setting without a staff member going to the door. This ensures that no unauthorised person can enter the setting. Staff have a good understanding of how to protect children from harm.

They have undertaken suitable child protection training. They recognise the signs of abuse and understand the procedures to follow should they have any concerns.

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 be more consistent during hygiene practises in teaching older children about the importance of these routines provide more opportunities for children to practise their large-muscle movements and challenge their physical development further.