Rose Park Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders worked tirelessly to meet the actions set during the previous visit. For example, they improved the supervision and deployment of staff to ensure children's safety during mealtimes. Effective risk assessments are now in place.

This helps to keep children safe. Children arrive happy and confidently leave parents at the door. Staff provide a warm welcome, which helps children feel secure.

Staff know children well and provide activities that reflect their interests. For example, the 'dinosaurs' theme is visible indoors and outdoors, and some children eagerly listen to the story about their favourite animals. The mana...ger is clear about what children need to learn and why.

Furthermore, staff understand the learning intentions behind each activity. However, this knowledge does not consistently transfer into practice, and the quality of teaching and interactions is variable. This negatively impacts on children's attitudes towards learning and hinders the progress that some children make.

This includes children with special educational needs and/or disabilities.Children behave well, and staff are role models. Children gain some understanding of safety rules as they help staff to complete 'safety checks' for the outdoor area.

Children learn to identify 'hazards' and remove them. This helps with their growing sense of responsibility.

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

The quality of teaching and children's overall experiences in the setting are variable.

Staff do not always receive effective support and guidance to help them to implement the curriculum that consistently meets children's developmental needs.Staff and children interact together with warmth and sensitivity, overall. However, staff do not always ensure that children who communicate less are provided with high-quality interactions.

Furthermore, staff do not consistently ensure that children who speak English as an additional language have opportunities to hear and use their home language. The inconsistencies in the quality of interaction between staff and children hinder some children's language and communication development.Children develop an interest in books.

Staff often read books that have been chosen by the children. However, on occasion, staff do not recognise when children remain sedentary for extended periods. This leads to children becoming disengaged and losing their initial focus.

Staff complete required assessments and plan for children's next steps. However, the key-person system currently in place does not ensure that care is tailored to the individual needs of children. On occasions, staff do not spend quality time with their key children.

Consequently, children's learning needs are not consistently maximised.Staff provide opportunities for children to use their small muscles. This helps children to develop the skills they need for early writing.

For example, children enjoy playing with play dough and mark-making activities.Children enjoy a variety of nutritious snacks and meals throughout the day. Staff talk to children about the importance of healthy eating, and children practise toothbrushing twice a day.

Children have daily opportunities to be active and play outdoors. They develop they large-muscle skills as they run, jump, climb and balance.Staff remind children to wash their hands before mealtimes.

However, the opportunities for children to practise important self-care skills are impacted by staff's inconsistent practice. For example, some staff take over when children need to blow their noses, pour their drinks or pack away toys. This impacts children's understanding of how to take care of themselves.

Staff teach children some early mathematical skills. For example, they count how many children are in a group. Children enjoy building with blocks and learn about colours, shapes, sizes and patterns.

Although leaders ensure that all staff have a knowledge of the policy and procedure for reporting and recording injuries and accidents, some staff need further reminders from the management to complete the accident form promptly.Children behave well, and staff support them to develop their social skills, such as encouraging them to say 'please' and 'thank you'. Staff recognise and praise good behaviour.

Parents speak fondly of the staff at the setting and are happy with the level of communication their receive. Staff establish positive relationships with parents and make the effort to keep them involved.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have a good understanding of safeguarding. They are aware of signs and indicators that could mean a child is at risk of harm or abuse. They are confident with the procedure to follow if they have a concern about a child's welfare.

Staff are aware of how to report concerns about a colleague's behaviour. They attend regular meetings, which help to support their safeguarding knowledge and ensure it is up to date. Leaders carry out regular risk assessments of the environment to minimise risks and maintain children's safety.

Leaders have an effective recruitment process, which ensures that all staff are suitable to work with children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date provide targeted support to help staff improve their teaching skills and the quality of education to a good or higher level, and ensure that all children's learning is maximised in all areas of development 03/07/2023 improve the key-person system to tailor care and teaching to children's individual needs, and ensure that key persons organise the day in a way that consistently supports children's development 03/07/2023 ensure that all accidents and incidents are promptly recorded and monitored effectively.03/07/2023 To further improve the quality of the early years provision, the provider should: nimprove the quality of staff interactions with children and provide opportunities for children to use and hear their home language to help their communication and language development review the organisation of the day to support children's engagement and to ensure children do not remain sedentary for extended periods of time nensure staff help children to learn and practise further important self-care skills during daily routines.