Working in partnership to promote learning experiences and children’s wellbeing.
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Information about the setting
Canolfan Deulu y Bala Nursery opened its doors in 2022. It is located in an old school in the centre of Bala. Practitioners look after 72 children aged between 0 and 13 years on a daily basis. As part of its provision, the setting provides Early Education sessions, a Breakfast Club, a Lunch Club, an After-School Club and a Holiday Club. Since 2023, it has been part of the Flying Start childcare offer for 2-year-old children, and a small number of children receive their childcare at the setting. Staff include a Manager, Room Leaders, Practitioners, Apprenticeship Students and Volunteers. Canolfan Deulu y Bala Nursery prioritises the happiness and well-being of all children – the best possible care is offered in a happy and homely atmosphere, and all children have the opportunity to learn through their interests and develop to their full potential. A strong feeling of Welshness exists in the setting and children are offered a variety of valuable experiences to advance their awareness of their local area and the traditions of Wales. This develops a sense of pride in the children, practitioners and the wider community and creates a strong sense of belonging.
Context and background to the effective or innovative practice
The building is located on a convenient site near the local all-age school, Ysgol Godre’r Berwyn. The work of transforming the current building into a Family Centre for the benefit of the community has been a matter of pride. From the outset, the management committee’s strong vision has been shared with practitioners and the town’s residents. They aimed to create provision that can be used by the whole community. The relationship between the setting and parents is an obvious strength and constant communication ensures that parents have a sound understanding of what happens in the setting through parents’ evenings, a useful app that provides daily information, a parents’ page on a social website, and daily discussions when children are dropped off and picked up. The relationship with the neighbouring school is equally strong and children have regular opportunities to visit the school and take part in events such as thanksgiving services and sports days. Some students take part in Cam Wrth Gam courses which lead to qualifications in children’s care and development. In addition to accepting students on work experience, the setting takes part in mentoring students on the schools scheme, with some choosing to take level 3 Childcare in the sixth form, completing level 3 practical work in the setting and level 3 theory in school. This is a significant step in cooperation which enables students to progress to an education course at University.
Description of nature of strategy or activity
The setting has developed strong and successful links with a number of partnerships within the local community in the Bala area. An example of this is the multi-sensory room that has been created through the generosity of local businesses. This valuable resource is of benefit to children attending the setting, and also to the local school and the Local Authority specialist support service, who are invited to use this dedicated space. Since the setting was established, the environment has been developed extensively and it includes a meeting room available for hire which is used by community groups. Ti a Fi and Cymraeg for Kids sessions are held here weekly. This allows prospective parents the opportunity to visit the setting and get to know practitioners when their children are very young, ensuring that leaders and practitioners foster good relationships with parents before their children start attending the service.
Opportunities for children to be involved in the community are a typical element of our work. They are very active in supporting projects such as planting daffodil bulbs in the town to mark local events. Children have had the experience of visiting the communal garden and growing and tending plants and vegetables, and there is a close partnership between the project co-ordinator and the setting. After seeing children enjoying these activities which nurture their curiosity, it was decided that these skills deserved further development.
The setting now has a number of digging and planting areas containing a mixture of plants, vegetables and herbs, and children across the age range are fully responsible for them. Practitioners recognise and value what parents have to offer in extending children’s experiences and make use of parents’ expertise, where possible. One parent will provide Spanish lessons for children during the summer holidays. Several parents were involved in a recent project to renovate the outside area and create stimulating spaces for children in every room within the setting. Attractive and robust resources have been specially tailored for all ages, centred on children’s interests.
What impact has this work had on provision and learners’ standards?
By developing effective partnerships, the setting has succeeded in developing children’s knowledge and understanding of their local community and the wider world. Through strong involvement in the community and raising money for a number of charities such as Wales Air Ambulance and SANDS, children gain an understanding of the importance of helping others. The concept of caring is further developed through community activities such as collecting rubbish and singing in an old people’s home. Projects that bridge the generations are a means of learning new skills, developing confidence and creating positive connections that improve the well-being of the youngest and oldest members of the community. The natural Welsh ethos and children’s sense of pride in the Welsh language and their area has a positive effect through the rich range of experiences available to them. Practitioners are confident that these partnerships will continue to evolve. Parents are very supportive of the nursery’s work and are proud of the fact that their children are involved in a number of exciting projects.
How have you shared your good practice?
Good practice has been shared at a meeting of the Local Authority’s Early Years settings network. The setting has offered opportunities for other practitioners to observe the learning environment, inside and out, together with other rooms available for hire. Practitioners have visited in order to chat and discuss our work.
