Brown Bear Nursery & Preschool at Bredbury

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and safe in the nursery. They are supported by staff who are kind and caring and find ways to celebrate things which children are good at.

For example, some displays outline areas where children have strengths, which are celebrated with parents. Children are making good progress in their learning and development. Staff know what children can already do and use this information to build upon their learning.

For example, when children make a wormery, staff help them to notice patterns in the sand and soil.Children behave well as the rules of the setting are consistently reinforced. For example, childre...n tidy away their own toys, showing respect for the materials they use, and use manners when talking to each other.

Children demonstrate positive attitudes to learning. They are supported by staff who have high expectations of what they are able to achieve. For example, children and staff observe a solar fountain.

They discuss how the sun is needed to make it work and work together to ensure the water pipes are submerged as they watched how the fountain gets bigger and smaller. Opportunities such as these enhance children's critical-thinking and problem-solving skills. Children are developing strength in their hands which helps to prepare them for early writing.

For example, they use tools with increasing control as they make marks as part of their continuous play.

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

There is a strong focus on personal, social and emotional development. For example, staff talk to children about their feelings and have developed sensory spaces where they can regulate their emotions.

This helps children to develop an understanding of their feelings and have a safe space to express them.Staff provide children with a broad range of experiences to develop their understanding of the world around them. For example, they visit the library, community café and local farm.

Opportunities such as these help children to understand the communities in which they live.Staff have established effective partnerships with parents. For instance, they have meetings where they share information about children's learning and development and sessions where parents can stay and play in the setting with their children.

This helps support parents to understand how to contribute toward their child's learning at home to create a consistent approach to their education.Children with special educational needs and/or disabilities receive good support. Staff work closely with other professionals.

For example, they meet and talk about children's care and learning needs and how to work together to achieve the best outcome for the children. This helps to ensure that children's individual needs are met.Staff undertake ongoing training, including level 6 qualifications and early years teacher status.

This helps improve their knowledge so that they can reflect on the provision offered to children and families and make improvements. For example, they have developed the curriculum for personal, social and emotional development and communication and language as a result of the training. This has supported children to be more confident in these areas.

The leadership team offer staff a range of supervision, coaching and mentoring opportunities. However, they do not consistently identify minor weaknesses in the quality of individual staff teaching in order to support them in raising their practice to the highest level.Staff support children to develop their communication and language skills.

For example, staff use repetitive language for younger children and introduce new vocabulary for older children. This supports children to use a breadth of language that reflects their experiences.Children are developing good levels of independence.

For example, they serve themselves food, use cutlery competently and pour their own drinks throughout the day. This helps to prepare children for their next stage of learning as they are able to undertake tasks for themselves.Staff provide children with praise for the efforts that they make.

For example, they comment on how beautifully children are holding pens to make marks. This helps children to grow in their self-confidence.

Safeguarding

The arrangements for safeguarding are effective.

Staff demonstrate a good knowledge and understanding of the signs and symptoms of abuse, and they know how to respond if any concerns do arise about children's welfare. They undertake regular training in order to keep their safeguarding knowledge up to date. Staff know the procedure to follow if they are concerned about a colleague's conduct.

Staff have implemented measures which help to create a safe environment for children. For example, they ensure that children are able to sleep safely by following good practice guidance.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen mentoring and coaching in order to ensure that minor inconsistencies in practice are swiftly improved so that the quality of teaching is consistently at a high standard.