Early Adventures

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About Early Adventures


Name Early Adventures
Inspections
Ofsted Inspections
Address 33 Benton Road, West Allotment, Newcastle Upon Tyne, Northumberland, NE27 0EP
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority NorthTyneside
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children come in happy and are excited to be in this warm and welcoming nursery.

They learn about similarities and differences between themselves and others. For example, at mealtimes there are discussions about different ways to communicate. Staff use this as an opportunity to teach children about sign language.

Children learn to use signs that other children use. This creates an inclusive environment for all children. Children have opportunities to make choices, respect others and they follow the high expectations of the nursery.

As a result, children's behaviour is very good. Where there are any disagreemen...ts, staff encourage children to manage this independently. If staff do need to intervene, they use this as an opportunity to teach children how to manage conflict.

Children respond well to adult input and disagreements are quickly resolved.Children develop early literacy and mathematics skills through songs, rhymes and books. Outdoors, children have opportunities for mark making and sharing books.

They have access to a lending library, where they can take books home to share with their families. They also have a library in the nursery where children enjoy going for story time and they read together. Staff use learning opportunities found in everyday experiences.

For example, from an early age children are encouraged to develop their physical skills by using the stairs independently. Young children are encouraged to crawl up and down stairs, while adults sing a familiar song. Babies laugh as they wait for the adults to sing 'bump, bump, bump' in the song, then they go down each step one at a time.

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

The manager has a good understanding of self-evaluation. She uses this to reflect on the nursery's strengths and areas for development. Staff feel they are well supported by the manager.

There is an open-door policy, where staff feel comfortable to ask for advice or support.Parents speak very highly of the nursery, particularly parents of those children with special educational needs and/or disabilities (SEND) or are bilingual. They know the progress their children have made while at nursery.

Parents talk about the home-from-home environment, and the committed staff team, who ensure the needs of their children are well met. They comment on how safe their children feel at nursery. Parents benefit from the stay-and-play sessions.

They come into nursery and have the opportunity to meet staff and other families. Parents have detailed conversations with their child's key person and find out more about their child's learning and development.The manager has designed a very ambitious, clear and sequenced curriculum, based on the needs of children who attend the setting.

Staff are very clear about what they want children to learn in each room and by the time they leave the setting. As a result, all children make good progress in their learning and are ready for the next stage in their education.There is a very personalised approach to learning and staff are quick to respond to children's interests.

For example, a discussion at snack time about milk looking like bones is identified as a learning opportunity by their key worker. This quickly turns into looking at a book about the body, then an experiment in blowing up balloons like lungs. Children hear new language from staff, including vocabulary, such as 'bone marrow' and 'inflate'.

However, at times during these activities, staff miss opportunities to involve children who are naturally more reserved.Children's independence is promoted throughout the day. For example, they are encouraged to serve themselves lunch, pour their own drinks and put their plates away.

However, in the dining room, this approach means that some pre-school children become disengaged as they have to wait for extended periods for their lunch.Children with SEND are very well supported throughout the nursery. Staff quickly identify children who may need additional support in their learning.

They work with other professionals to ensure children's individual needs are met. Teaching is focused towards their individual stage of development, so they make good progress.Staff know children very well, even those children who have only recently started.

The setting has developed the information they gain from parents when children first start. This gives staff a comprehensive understanding of children's routines. They find out about children's likes and dislikes, as well as their learning and development.

This enables teaching to be personalised from children's first day at nursery.

Safeguarding

The arrangements for safeguarding are effective.The manager and designated safeguarding lead understand their role.

They are confident in ensuring children are kept safe while at nursery. Staff have had training and are able to identify signs of abuse. They know how to record and report any concerns.

Staff understand wider safeguarding issues, such as the 'Prevent' duty and county lines. New staff have appropriate induction procedures in place to ensure they are confident in their role. This ensures they know how to keep children safe and support children's learning and development.

Staff teach children how to keep themselves safe. For example, they talk to children about how to use balloons safely and the importance of closing gates behind them.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: consider further how staff provide support during activities, to ensure that all children who want to take part are fully included and engaged review mealtime routines in the dining room, to ensure that wait times are reduced for pre-school children, and all opportunities for learning are maximised.


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