Fairy Bridge Day Nursery

Inspection of Fairy Bridge Day Nursery 22 Tunnel Street, Burnley, Lancashire BB12 0NN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children arrive at the nursery happy and full of smiles. They are greeted by the staff who welcome them into the nursery with open arms. Children separate from their parents and carers with confidence. They benefit from the consistent routines that staff provide, such as sharing breakfast time together with their friends. This helps them to settle well.

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The provision is good

The provider has ensured that all children, including those with special educational needs and/or disabilities (SEND), benefit from the important learning opportunities at the nursery. For example, staff carefully arrange the nursery equipment for babies to explore climbing and pulling themselves up safely. They develop crucial core strength and balance in readiness for walking. Older children ably recall the plot and characters from stories because staff read books to them often. Children are highly motivated to learn even more. They are ready for their next stage of their education.

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The provision is good

Children live up to the high expectations from staff about how they should behave. Staff support children gently to understand how to look after the nursery resources. For example, they remind children to put toys away when they have finished playing with them. Children learn important skills, such as being thoughtful and responsible.

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need to do better?

n The provider is clear about what she wants children to learn and why. The curriculum is well thought out and supports children across all the areas of learning. Mostly, staff implement the curriculum effectively and support children to become confident learners. Children learn important new knowledge from the nursery staff. n Mostly, staff read, talk and sing to children skilfully. Children adore choosing from the selection of song cards to hear their favourite nursery rhymes all over again. However, on occasion, some staff use questions in ways that prevent longer conversations between them and the children. At these times, staff do not support children's developing thinking skills or language use effectively. n The provider makes certain that new staff receive thorough induction and training for their roles. For example, she observes staff working with the children, then guides them on how to improve their work. Staff feel well

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need to do better?

supported and enjoy working at the nursery. n The provider ensures that parents and carers are fully informed about their children's experiences at nursery. Staff provide helpful guidance for parents, such as about toilet training and sleep routines, to support children's learning at home. This supports children to make further progress in their learning.

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need to do better?

4 November 2024 n Children enjoy the healthy, freshly cooked meals that the nursery provides. Staff have meaningful conversations with children about what foods are healthy, such as vegetables and fruits. Children decide when they want to help themselves to fresh drinking water. They learn about the many ways they can keep themselves healthy. n Children benefit from the resources that staff provide for their learning. For example, children adore playing with the stethoscope and bandages in the nursery's role-play area. Staff teach children how to care for people who may have an injury. Children's imagination flourishes as they learn how to act out being someone other than themselves. n The provider's curriculum to support children's personal development is well thought out. Staff provide children with a calm place, such as the nursery's 'emotions tent' to have some quiet time to reflect on their feelings. They use

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need to do better?

books and props to help children to put a name to the emotion they are experiencing. Children begin to learn how to manage their own feelings. n Staff support older children successfully to become independent learners. However, at times, some staff help younger children too much during learning activities. For example, staff help children too much as they pour oil and sprinkle flour to make play dough. This reduces children's involvement in problem-solving and testing out their ideas through play. n The provider ensures that the nursery focuses carefully on meeting the needs of children with SEND. Staff spot potential barriers to children's learning. They work well with external experts, such as speech therapists, to ensure that children's learning needs are met. Children with SEND at the nursery experience success in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n improve staff's understanding of the use of questioning techniques to further develop children's thinking skills and language n support staff to extend learning so that children develop their problem-solving skills.

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Setting details

Unique reference number 2592933 Local authority Lancashire Inspection number 10372012 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 63 Number of children on roll 21 Name of registered person Cooper, Catherine

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reference number

Telephone number 07808538912 Date of previous inspection 14 March 2023

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Information about this early years setting

Fairy Bridge Day Nursery registered in 2020 and is located in Burnley, Lancashire. It is open from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. The nursery employs seven members of staff. Of these, one holds qualified teacher status and six hold qualifications at level 3. The setting offers government funded places for children aged nine months to four years.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Staff spoke to the inspector during the inspection. n Children spoke with the inspector during the inspection. n Staff spoke to the inspector about how they support children with SEND. n The manager and the inspector carried out a joint observation during a group activity. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

4 November 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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