Sai Jyoti Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are happy and settle well into the nursery routine. They form positive relationships with staff and show that they feel safe and secure.

Staff give individual attention to babies, who show delight as they attempt to move from crawling to standing. They laugh and clap their hands and give a 'high five' as staff praise their efforts. However, some children display unwanted behaviour, which is not managed consistently by staff.

As a result, some children do not learn about what is expected of them. In addition, children who are engaging in activities are interrupted and not given opportunities to develop their learn...ing.Leaders have made progress in addressing the weaknesses from the last inspection.

In particular, they have put a programme of training, support and mentoring in place to develop staff practice. However, the delivery of the learning programme is not yet effective enough and does not match leaders' expectations of what children will learn while at nursery, particularly children's communication and language.Lack of detailed planning means that, although some children show positive attitudes towards their learning, happily joining the activities on offer, their interest is often lost.

This is because of a lack of consideration of the group size and the mixed abilities of the children. Children are not always engaged and challenged as well as they could be to prepare them for the next stage in their education. In addition, some children become disengaged and wander around without staff taking steps to re-engage them.

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

Leaders and staff are working hard to strengthen parent partnerships and support parents to understand the key-person role. Staff share regular feedback with parents about their child's learning journey via an app and verbally, both daily and in parent consultation meetings. However, many parents do not know who their child's key person is or the specific targets in place to support their child's learning.

Furthermore, sometimes, leaders do not ensure that key persons are provided with all the information they require to plan for the needs of the children in their care.Staff promote children's physical skills well. Children develop their small- and large-muscle skills.

Younger children play with the cornflour mixture, and the older children make and manipulate play dough as they prod and shape it. They enjoy self-selecting colouring pens and making marks alongside their friends.Staff plan effective risk assessments for trips outdoors.

For instance, prior to children leaving the nursery, a member of staff completes a risk assessment of the route and the area where the outing is to take place to ensure they are safe for children. Risk assessment during mealtimes is less effective, as children walk around while eating.Children read books like 'The Very Hungry Caterpillar', and they enjoy retelling and following the actions of the story.

However, children are not always able to concentrate without distractions. This impedes children's communication and language development.Staff help children to learn about healthy lifestyles.

Although the setting does not have an outside area, children visit parks with staff each day. This promotes children's physical skills and enables them to spend time in the fresh air.Leaders support children with special educational needs and/or disabilities (SEND) by working in partnership with parents and external professionals.

This helps children with SEND to make progress on their individual learning journeys.Children learn about people in the community. For example, a postal worker visited and explained the journey of a letter.

Children then practised their early writing and wrote letters home. In these practical ways, children are learning more about the world around them.Children benefit from learning about healthy routines, such as handwashing before mealtimes and after using the toilet.

They enjoy nutritious meals and snacks, and they are encouraged to stay hydrated by regularly drinking water.Children are beginning to develop their understanding of mathematical concepts. They have opportunities to match and compare size.

Older children set out wooden rings in order on the table from the smallest to largest. However, when a younger child comes and takes the rings to put on a tree, this goes unnoticed by staff. The older child's focus is lost, and they walk away.

Parents comment that their children happily attend the setting. They say they have seen their children make progress, such as with their language development and managing their toileting needs. Parents also say that staff have enabled them to gain additional help from outside agencies to support their child's learning.

However, most parents do not know who their child's key person is, nor do they know the specific targets to support children in their learning.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff understand their responsibilities to keep children safe.

They know the possible indicators that a child may be at risk and who to contact if they have concerns about children's welfare. The management team tests out staff's knowledge of safeguarding and provides training in this area. Staff also show an awareness of the local issues relating to safeguarding.

Managers follow suitable recruitment procedures to ensure that staff are properly vetted. The induction of staff is thorough, and ongoing assessment of suitability is completed, to ensure that individuals working with the children are suitable.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date improve staff's understanding of curriculum intentions to enable them to focus specifically on what children need to learn next and by giving more consideration to the learning environment 10/11/2023 further improve partnerships with parents to ensure all parents are aware of who their child's key person is and what their next steps in learning are 10/11/2023 improve teaching practice to ensure that children of all ages receive consistent, high-quality interactions to support their communication and language skills 10/11/2023 share information with key persons to ensure the safe and efficient management of the setting and to help ensure the needs of all children are met 10/11/2023 improve risk assessment to ensure that children are not exposed to risks, particularly at mealtimes.

10/11/2023