Briars Nursery Cabin

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy to attend the nursery.

Staff greet children warmly, helping all children, including the youngest, to settle into new routines. These warm and nurturing interactions from staff help children to feel safe and secure and support their emotional well-being. Children behave well.

For instance, they take turns in choosing favourite nursery rhymes to sing. They recognise and respect that their friends may have different choices than their own, and they readily join in with the action songs they pick. Staff praise children's kindness to help develop their good social skills.

Staff provide a range... of interesting activities across all areas of learning. Children are excited to learn and take part in experiences that build on their skills and knowledge. For instance, as children make mud cakes, staff help them think about what ingredients they might need.

Older children learn to use scissors as they take snips of rosemary to add to their mixture. Staff have high expectations for children's communication and language skills. They model language for children to hear through conversations and sharing of favourites stories.

For instance, as staff read to children, they provide opportunities for children to think about what might happen next. Younger children excitedly recall the colour of The Gruffalo's nose and suggest which animal might be found next. All children, including those in receipt of additional funding, make good progress in their speaking skills.

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

The manager values the staff team and supports its well-being effectively. Staff say that they feel valued in their roles and enjoy working at the nursery. The manager accurately evaluates the setting, seeking the views of staff, children and their families to identify and target areas of improvement.

She recognises that further work is needed to refine staff's understanding of curriculum intentions to enable them to focus specifically on what they want children to learn next.Staff promote children's independence well from the outset. Children enjoy managing age-appropriate tasks for themselves.

For instance, they choose fruit snacks, pour their own drinks and tidy away plates when they have finished eating. Staff recognise how to offer support when children need help. They give children extra time, support and encouragement when some activities need more perseverance.

Children thoroughly enjoy being able to do things for themselves and take great pride in their achievements. This helps them gain skills that support them in readiness for their eventual move to school.Partnerships with parents are good.

Staff get to know the children and their families well. They share children's progress with parents through daily discussions and their online learning platform. Parents say that staff are highly attentive to their children's emotional needs.

They help to support children who need extra reassurance when moving to nursery. Parents say that their children are looked after extremely well and that they thoroughly enjoy their time at the nursery.Staff have a broad knowledge of what they want children to learn.

They follow children's interests and plan exciting activities that children are eager to be involved in. However, occasionally, staff do not successfully tailor activities to what they have identified they want children to learn next. At times, this hinders how staff can focus their teaching to build on what children already know, to enhance and deepen their learning further.

Staff recognise the importance of raising children's awareness of diversity and cultures represented in modern Britain. For example, they ask parents to share stories in the nursery, reading in their home language. Children learn about festivals from all over the world, including those that are special to them.

They take part in local outings and form positive links with the community. For instance, children frequently visit a local care home and spend time with elderly residents. These experiences help to develop children's understanding of their community and the world in which they live.

Children's behaviour is good. Staff focus strongly on supporting children's individual emotional needs. They set out clear expectations and provide consistent support for them.

Older children learn how to manage their own feelings and behaviours. Younger children learn how to play cooperatively with their peers, considering their needs. For instance, as they take turns in scooping water to fill the water wheel, they help to find extra pots to share with their friends.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nembed staff's understanding of curriculum intentions to enable them to focus specifically on what children need to learn next develop clearer links between the intent and delivery of activities to shape these to the learning needs of each child.

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