Rehoboth Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive happy and are greeted warmly by the staff and their friends.

All children, including those who receive funding and children with special educational needs, are supported to form secure emotional attachments. This helps children to confidently make choices about what they would like to play with. However, children do not benefit from a consistently ambitious curriculum.

For instance, staff focus some activities on the end product and do not give children the opportunity to explore for themselves.Children play cooperatively. For example, staff remind children to wait for the sand timer to finish, before they... can have their turn in the sandpit.

Children behave well. They enjoy developing their physical skills in the garden. For instance, older children throw the ball into the basketball net.

Younger children fill buckets with sand to build sandcastles. Children concentrate well and have a can-do attitude. They build on their confidence skills.

Staff support children to build on their vocabulary. For instance, children sit and listen to stories and enjoy guessing what will happen next. Overall, parents are positive about the care that their children receive.

However, they comment that they would appreciate more information about their children's learning.

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

The manager follows a recruitment process and supports staff and volunteers to complete mandatory training. However, the induction process is not robust.

Staff do not have a clear understanding of their roles and responsibilities. Although the manager has policies and procedures in place, they do not clearly identify who to contact in specific scenarios. Consequently, some staff are not sure if they should contact the local authority designated officer or the local multi-agency safeguarding hub's team.

However, there is little impact on children's safety because staff know that they must report any concerns about children's welfare.Although the manager works with staff to plan activities, some activities do not have clear learning intentions. Staff do not provide an ambitious curriculum across all areas of learning.

For instance, staff plan an activity for children to use paints and their handprints to celebrate the King's coronation. They do not focus activities to meet the needs of all individual children. As a result, staff pitch activities too low or too high for the age of children taking part.

Older children do not have the opportunity to try the painting activity for themselves. Young children wait for a long time, lose focus and do not remain engaged.Staff encourage children to identify their coat peg when they arrive.

However, on occasions, staff do things for children that they can do for themselves. For instance, some children are not encouraged to put on their shoes and coats. In addition, staff do not give the toddlers the opportunity to try tasks, such as going up and down the steps.

This does not consistently help to build on children's independence skills.Staff support children's communication and language skills in this diverse and inclusive nursery. Some staff in the nursery are bilingual and often speak to children in their home languages.

Parents comment on how much their children enjoy the nursery. However, the manager has not yet extended the partnership with parents further. For instance, parents are not fully informed about how they can support their children's learning at home.

Staff support children to develop their mathematical and literacy skills. For instance, during group circle time, children take great delight in naming different shapes. Older children can identify shapes such as a 'pentagon' and an 'octagon'.

Children confidently count the number of sides each shape has. They receive lots of positive praise for their efforts.Children enjoy their social interactions during snack times and mealtimes.

They are offered fresh fruit and freshly prepared meals. Children show a great interest in, and a good understanding of, what makes them healthy. For example, they talk about some of the vegetables they find in their lunch.

Pre-school children comment, 'I love broccoli, it makes you big and strong.' The ambitious manager makes creative changes to the environment to support staff and children and to ensure that ratios are met. For instance, she has turned the toddler room into a sensory room.

This enables children to go in groups into a calm environment and explore their senses. Children engage in new experiences and show good levels of curiosity.

Safeguarding

The arrangements for safeguarding are effective.

The manager has systems to ensure that staff are safe to work with children. She makes sure that staff undertake relevant training, such as safeguarding and paediatric first aid. Staff are aware of the signs and symptoms that may indicate a child is at risk of abuse or neglect.

This includes children who may be at risk of radical views or female genital mutilation. Despite staff not being sure of the exact team to contact, they know the procedures to follow should they have a concern about a child's safety or well-being. They risk assess the garden and inside areas and follow robust procedures for signing children in and out.

This helps to keep children safe.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that written safeguarding policies and procedures are up to date and in line with the current guidance of the relevant local safeguarding partnership, including who to report concerns to about a child's welfare 12/06/2023 improve the supervision arrangements for staff and ensure that all staff have a good understanding of their roles and responsibilities 12/06/2023 review and improve the curriculum, and the identified learning intentions for each child, so that it clearly sequences the knowledge and skills that all children need to develop and engages children in meaningful learning.12/06/2023 To further improve the quality of the early years provision, the provider should: nincrease opportunities during activities and daily routines for children to be challenged and develop their independence skills build on ways to include parents in their children's progress to support continuity in care and learning.

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