Nuffy Bear Day Nursery

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About Nuffy Bear Day Nursery


Name Nuffy Bear Day Nursery
Inspections
Ofsted Inspections
Address Wexham Street, Stoke Poges, Slough, Berkshire, SL3 6NB
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Buckinghamshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are welcomed into the nursery by the manager, who greets them at the door.

They separate easily from parents and show excitement to see their friends and explore the wide range of activities available for them.Staff want the children to have fun at nursery and to enjoy their day. They plan the environment with children's interests in mind.

For example, older children enjoy role play in the indoor play kitchen. They chat to their friends about their cooking ideas and demonstrate that they are working well together in a team. This promotes their social interactions well.

In the construction area, children ...build vehicles and objects with blocks and tools and show good levels of perseverance as they test their creative skills. Most children engage in activities of their own choosing. However, babies do not consistently benefit from high-quality teaching and learning because staff do not use their interactions to further build on young children's interests and extend their learning.

This impacts on children's motivation to learn and hinders them from making good progress in their learning and development. Staff fully understand that children benefit from plenty of fresh air and physical exercise. Children show high levels of enjoyment as they ride on tricycles and run around in the nursery garden.

This helps to successfully promote their large-muscle development and coordination skills. Furthermore, staff take the children to weekly swimming sessions to further enhance their skills and to promote their overall well-being.

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

There is some inconsistency in the quality of education throughout the nursery.

Teaching for older children is strong, supporting them to progress well. However, staff working with the youngest children do not always recognise when to use their interactions to build on children's interests in activities. Therefore, although these children are free to explore resources, they do not routinely benefit from support to extend their learning.

Nevertheless, children form warm relationships with their key person and are reassured with cuddles.Staff deployment is not fully effective. For example, some popular activities become overcrowded and children become unsettled, lose interest and move on.

In addition, the ineffective deployment of staff during lunchtimes means that some children have to wait a long time for their meals. However, staff consistently narrate mealtimes and chat to the children. For example, they speak to children about the importance of healthy eating to nourish their growing bodies.

Staff in the pre-school room support children's emotional well-being, for example, by reading books to them about their feelings. They bring the stories to life and ask children questions about how they feel in certain situations. Children show good levels of engagement and participation as they learn to sit in a group and take part in the discussion.

This supports children to understand their own emotions and how to manage these.Staff help older children to learn about early mathematics as they play in the garden with tins and rings. Children show good levels of engagement as they throw the ring on to the numbered tins.

Staff ask children to recognise the number on the tins and teach them to count in the correct sequence. This promotes children's early mathematical skills well and helps them to prepare for their next steps in their learning.Overall, staff have implemented good hygiene routines, such as handwashing before mealtimes.

However, they do not provide clear and consistent messages to support children to avoid actions that may expose them unnecessarily to germs. For example, children sometimes put items in their mouths, such as dummies meant for baby dolls and toothbrushes used to promote oral hygiene. Staff do not support them to learn about the potential this creates for spreading germs.

Parents report that they feel well supported by the staff and manager. They say that their children have made good progress and that partnership working is positive, such as daily information sharing. Home learning is supported through the implementation of a lending library for families, to encourage reading with their children at home.

Staff speak positively of the manager and feel that they can raise any concerns with her. They say that they have regular supervisions and receive feedback from the manager to improve their own practice. Ongoing training supports staff further and helps them to support the children in their care.

Safeguarding

The arrangements for safeguarding are effective.Staff at the nursery are committed to safeguarding children. They display a good awareness of the signs and symptoms that might indicate that children are at risk of harm.

Staff are familiar with procedures for reporting concerns about children's welfare. Ongoing training supports staff to continually refresh their good knowledge. Staff know the procedures to follow should they have concerns about a colleague's conduct or practice.

Managers follow robust recruitment procedures to check that staff are suitable, and remain suitable, to work with children. Staff practise termly fire-drill procedures with children to help ensure the safety of all individuals on the premises.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff working with the babies to make better use of their interactions to build on children's interests and extend their learning review and improve the deployment of staff to more effectively, and promptly, respond to children's needs provide children with clear and consistent messages to support them to develop healthy habits and behaviours.


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