A GALASHIELS school nursery has received a glowing report after an unannounced inspection.

A representative of the Care Inspectorate paid a visit to the facility at Balmoral Primary School last month.

The inspector spoke with and observed children using the service, received written feedback from seven families and talked to workers and the manager.

The nursery’s care, play and learning was rated as ‘very good’, while its setting, leadership and staff team were all evaluated as ‘good’.

A Care Inspectorate spokesperson said: “Children experienced kind, warm, caring and nurturing approaches from staff.

“Staff knew children and families well and responded sensitively to their individual needs. Staff understood the importance of relationships and attachment, also noted by a parent who told us, ‘They always meet you at the front door in the morning. They are so attentive, not only do they ask how my child is doing but how mummy is’.

“Individual, tailored plans were developed to support children and families as they settled into the service. For example, developing individual resource baskets, homemade books and extended settling in visits. One parent told us, ‘Our nursery journey has been tough with my child struggling to settle but the staff in the nursery are a credit to the school. They have tried various and thoughtful ways tailored to my child’s likes and needs to create a safe and fun place for them to come to. I have stayed with them on many occasions and the staff make me feel welcome and have given me some great ideas and support for my child and me. I can’t thank them enough’.

“This had supported children to feel safe, secure and comfortable within their new environment.”

They added: Children’s individual needs were being considered and planned for in relation to the wider group across the setting. Staff were skilled at identifying when children required additional support and responded to this in

a supportive way. For example, when some children were seen to be struggling to express their emotions or were distressed, staff recognised this and supported children down at their eye level, whilst using their tone of voice, body language and facial expressions to interact.

“This supported children to feel heard as their feelings were recognised, validated and listened to.”