The Co-operative Childcare Burton

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children happily settle on arrival and are greeted warmly by the friendly staff and manager. Children and babies develop strong attachments with their key person, happily seeking a reassuring cuddle when needed. Children gain social skills, build strong and meaningful friendships and are extremely respectful to one another.

For example, children enthusiastically join in with celebrating each other's achievements during group circle time and understand and respect the differing needs of their friends. Children learn through a good balance of child-initiated play and adult-led activities linked to their interests. They become dee...ply engaged in their play and display an enthusiasm to learn.

All children make good progress from when they start at the nursery, including those with special educational needs and/or disabilities. Staff have exceptionally high standards for children's behaviour. Children happily follow instructions, share and take turns without needing reminders.

They recognise and express their feelings and emotions and how their actions affect others. Children quickly respond to changes to the routine and spontaneously help to tidy up.Children's independence skills are nurtured well from a young age.

Children have the opportunity to be a helper as they set up for lunch. All children are encouraged to serve themselves at mealtimes and pour their own drinks. Older children place waste food in the compost bin and learn about recycling and pollution.

This helps children to understand the importance of caring for the environment.

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

The manager is passionate about her role, highly knowledgeable and strives for excellence. She has a clear and focused vision for the curriculum and successfully shares this with her staff.

The manager supports staff's professional development and well-being. Staff say that they feel valued and respected by the manager and thoroughly enjoy working at the nursery.Staff are caring and act as excellent role models to the children.

They respect children's voices and choices. This helps to boost children's self-esteem and sense of self-worth. Staff know the children well and gather key information about what children know and can do from the time they start.

This helps staff to plan for children's learning and individual needs effectively.Children have lots of fun learning outside and can freely move between the indoor and outdoor environments. Older children test out their ideas when placing planks of wood on tyres to build a bridge.

They learn to balance as they walk across the planks. Children learn about the world around them as they plant seeds using trowels and excitedly say that 'plants need water to make them grow'.Staff are proactive in teaching children to develop healthy habits.

Children learn about healthy foods and learn what constitutes a balanced diet. They understand the importance of handwashing and say that they need to 'wash the germs away'.Children learn about other people in their community.

Prior to the pandemic, children regularly visited a care home, where they formed special caring relationships with the residents. They have continued these relationships by speaking with the residents via video communication.Staff support children to develop an understanding of the different cultures and the community in which they live.

Children learn about other countries and festivals, such as Chinese New Year. They also have opportunities to look at books in different languages. However, there is scope to give children richer experiences that enhance their knowledge of the diverse world in which we live.

Babies confidently babble and chatter when staff interact with them. Staff introduce simple signing to assist children in communicating their wishes. Babies pull themselves up using low-level furniture to help them practise their walking.

They confidently explore interactive and sensory resources that capture their curiosity.Overall, staff interact well with children. They get down to their level, make good eye contact and ask children open-ended questions that support their thinking skills.

However, occasionally staff do not recognise when the quieter and less confident children would benefit from their interaction to further support their learning and enjoyment to an even higher level.Parent partnerships are strong. Staff communicate daily with parents verbally and via an online learning journey.

Parents speak very highly of the manager and staff. They say that their children are well cared for and they can see the progress their children make. The manager has developed good links with local schools that children are due to attend to ensure continuity in children's learning and smooth transitions.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand their responsibilities to keep children safe. They complete safeguarding training, ensuring children's safety and protection are a priority.

Staff have a secure understanding of the correct procedure to follow if they have concerns about a child. They have a good understanding of wider safeguarding issues. Robust recruitment and vetting procedures help to ensure that staff are suitable to work with children.

Staff are vigilant about safety and put into place a range of procedures to help keep children safe. Staff are deployed well and supervise children closely.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the educational programme even further by providing more opportunities and experiences to deepen children's knowledge and understanding about their diverse world support staff to be more vigilant to identify when the quieter and less confident children would benefit from adult interaction to further enhance their enjoyment in learning.