Acorns Nursery School Ltd, 2-4 Park St

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About Acorns Nursery School Ltd, 2-4 Park St


Name Acorns Nursery School Ltd, 2-4 Park St
Inspections
Ofsted Inspections
Address 2-4 Park Street, Cirencester, Gloucestershire, GL7 2BN
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children excitedly come into the nursery, where staff greet them warmly.

They are happy, well cared for and have good relationships with staff. If needed, children feel confident in going to their key person for reassurance. Children's views are highly valued and staff provide them with opportunities to make decisions.

They are encouraged to choose which toys they would like out for the day and where they would like to play, either indoors or outdoors. Children listen well as they share their views with each other. They learn new skills through carefully thought-out activities.

For example, staff model how to ...use scissors correctly. Younger children beam when they successfully cut the play dough using the plastic scissors. Older children develop early mathematical skills as they learn about capacity while filling and emptying tubes in the discovery tray.

Younger children learn to put their own shoes on as they play in the 'shoe shop', supporting their independence skills effectively.The manager is aware of the impact of the COVID-19 pandemic on children's personal, social and emotional development. She quickly puts strategies in place to support children with this.

For example, she encourages children to take part in small-group activities to develop their emotional and social skills. Staff have high expectations of what children can achieve. This includes children who receive additional funding, those who speak English as an additional language and those with special educational needs and/or disabilities.

The curriculum is broad and balanced and builds on their skills and experiences. This means children learn useful skills in preparation for school.

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

Partnerships with parents are good and well established.

Staff work closely with parents to get to know their children and to share information about their children's day at nursery. Parents say that they are happy with the care that their children receive and how they are well informed about their children's learning.Staff successfully support and develop children's physical skills and emotional well-being.

Children regularly take part in mindfulness activities and play outdoors. For example, children learn to be active and engage in physical play as they run, jump, climb in the playground, chase bubbles and dance to music.The leadership team has a clear vision for the future of the nursery.

Staff comment that leaders are available to offer well-being assistance as needed. Leaders have a clear vision for the intention they want the children to learn in each room. However, staff performance management is not sharply focused on developing some inconsistencies in staff practice to raise the quality of the overall provision further.

Children are happy, build meaningful friendships and enjoy each other's company. They enjoy playing games with each other and show enjoyment as they play. Children display good levels of confidence.

Staff provide children with healthy and nutritional snacks and meals that promote their good health. They support children in developing their self-help skills, such as at mealtimes. For instance, staff encourage younger children to use their cutlery.

Staff encourage older children to self-serve their lunches and help prepare their snacks. Children learn about the importance of good personal hygiene skills. They wash their hands before coming in from the outside area and before eating snacks.

Many high-quality interactions take place between staff and children. Children are excited to tell staff about what they have found out and what they are learning. Generally, staff ask thoughtful questions to extend their learning.

However, some staff do not always ask questions which encourage speech or give children enough time to respond to questions. This means children do not always have time to develop their communication and thinking skills as well as they could.The manager shows her commitment to professional development, providing staff with opportunities to build on their current teaching skills through training.

For example, staff have recently attended 'communication' training and are looking at ways to improve their own teaching practice.

Safeguarding

The arrangements for safeguarding are effective.The manager ensures that staff understand that child protection and promoting children's welfare is everyone's responsibility.

All staff complete safeguarding training, including the 'Prevent' duty, which is regularly updated. They recognise the signs and symptoms of when a child may be at risk of harm and are very aware of the correct procedure for reporting and referring concerns. Recruitment procedures are robust.

The nursery building is safe and secure, enabling children to explore the indoor and outdoor spaces confidently and safely. Staff supervise children effectively and keep a close check on their well-being. Staff focus on children's safety consistently well.

They carry out effective risk assessments to keep children safe. In addition, staff carry out regular 'head counts' when children play outdoors to ensure their welfare.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the support given to staff to ensure that they all offer children the same high-quality interactions to support their learning further nenable children more time to consider their responses to questions and help them to develop their thinking skills and express their own ideas more effectively.

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