Acorn at Mulberry Bear

Inspection of Acorn at Mulberry Bear Walton Hall, Milton Keynes, Buckinghamshire MK7 6AA

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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 Not applicable

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The provision is good

The managers and staff create an engaging and interesting environment where children and their families feel welcome. Children show confidence as they arrive and engage in their choice of play with their friends. They are eager to join in and explore the wide range of activities available to them.

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The provision is good

Children are curious and focused on their play. Staff plan and resource activities and experiences to build on what the children already know and can do. This builds children's curiosity and develops their skills and interests. For example, children have been learning about the changes in weather and the animals they might see. They create dough models of hedgehogs and worms. Staff interact with children, building on their communication and language skills through discussion and questions that promote their imagination and thinking skills.

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The provision is good

Children build on and develop their physical skills well. Younger children develop their gross motor skills through climbing, balancing, and exploring large apparatus. While older children develop fine motor skills as they use pens and pencils to draw pictures and cut them out using scissors.

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The provision is good

Children show positive attitudes towards their learning and behaviour. Staff have high expectations for children's behaviour and conduct. They model positive attitudes and care for each other and the children.

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need to do better?

n Managers work together with staff to develop and share a clear vision of what it is they want children to learn. She works with parents to learn and understand children's starting points. She shares this information with staff to plan activities that support children's interest and development. n Staff know and understand the areas of learning they teach and the way in which children learn. They adapt their planning and approach to meet the ages and stages of individual children. This helps them identify any gaps in learning and provide targeted support to help children make the progress they are capable of. n Staff present information to children through positive and meaningful interactions. This promotes discussion, which supports children's communication and language development. Staff model language well and help children to develop a broad vocabulary. They ask questions to encourage children to recall

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need to do better?

and apply their existing knowledge and extend their thinking skills and language development. For example, they ask children about the habitat hedgehogs live in as the children create models using dough. n Children are beginning to learn some good hygiene routines. For example, they

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need to do better?

26 November 2024 independently wash their hands before lunch. However, some hygiene routines are not consistently promoted by staff. This means at times children do not receive consistent messages about the importance of personal hygiene practices. For instance, they do not always wash their hands after using the bathroom to help minimise the spread of any germs. n Staff provide activities that challenge children to take appropriate risks through their play. Staff encourage children's physical development through praise and modelling to help them succeed. For example, children enjoy climbing and balancing on large apparatus. This builds their confidence and supports their emotional development, and they show pride in achieving their goal to walk along the swinging balance beams. Children develop their awareness of their surroundings and coordination. n Generally, children show positive attitudes towards learning through high levels

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need to do better?

of curiosity and enjoyment. They listen and respond well to adults and each other. However, at times the routine of the day means that at some transition times children are left waiting for long periods of time. Children lose focus and become distracted, and this impacts the otherwise good behaviour shown by the children. n Staff teach children about keeping themselves safe when on outings. They learn about road safety as they walk to their forest school. Children learn to listen to instructions and follow safety rules. They learn about the natural environment and the world around them. n Parents know what their children are learning during the time at nursery. Staff share regular feedback and progress discussions to review their current learning and next steps. Staff encourage parents to build on children's learning at home and share activities and ideas. This helps children experience a consistent approach to 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 strengthen hygiene practices so that they are consistently embedded to promote children's understanding of good hygiene n strengthen the organisation of daily routines to minimise children's waiting times.

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Setting details

Unique reference number 2696739 Local authority Milton Keynes Inspection number 10363681 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 68 Name of registered person Acorn Early Years Foundation

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reference number

Telephone number 07889540737 Date of previous inspection Not applicable

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Information about this early years setting

Acorn at Mulberry Bear registered in 2022 and operates from a building within the Open University Campus in Milton Keynes. The nursery employs 19 members of staff nine of whom have recognised childcare qualifications at level 3 and above. The nursery is open Monday to Friday, 7:30 am until 6pm all year round. The setting provides funded early education for two-, three-,and four-year-old children.

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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 Children told the inspector about their friends and what they like to do when they are at nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation. n The inspector spoke to several parents during the inspection and took account of their views. 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

26 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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