The Old Station Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the setting and press the door buzzer with smiles. A senior member of staff immediately greets them. This makes families feel welcome and ensures children separate from their parents and carers safely.

Older children say hello to office members as they pass by. During the COVID-19 pandemic, the setting used its open foyer for settling-in activities. Leaders are aware of the impact the pandemic may have had and are thrilled to allow parents back into the building.

Children navigate the space well and move with confidence. For example, staff encourage the full use of the age-appropriate indoor climbing... apparatus in every room. Children progress well with their physical skills.

Staff know the children and settle them quickly. Children make meaningful relationships with their peers. During rolling snack, children find their name places and invite their friends to join them at the table.

Children feel content and secure.Staff plan with specific children in mind. Children learn through themes that they enjoy.

For example, they create gingerbread men by painting, moulding and baking. This gives them opportunities to recall what they learn. Children who speak English as an additional language and those with special educational needs and/or disabilities are closely observed to ensure interventions are successful.

The setting uses additional funding effectively, providing additional one-to-one staff, specialist resources and improvements to their outside facilities.

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

Leaders are aware of the community they serve. They use this knowledge to fill the gaps in children's experiences, such as providing a forest school exploration space outside so that children can use it like a home-from-home garden.

Staff support military families when it is time to move on. They have conversations about saying goodbye and teach children about where their friends are going next.Leaders have a clear vision that children should have ownership of their own learning.

Children are inquisitive and display confidence to select a variety of resources, such as mark making on the floor and then hosing it clean. They express themselves clearly and look for staff to engage with them in more focused activities. Sometimes, by enabling children's current wants, staff miss opportunities to move children on with their learning, for example by introducing new vocabulary.

Babies enjoy songs during mealtimes and join in with sign. Toddlers have access to books throughout the day and approach staff to read them. Pre-school children access books independently in a reading nook.

Staff understand the importance of stories and have a book of the week which they share daily. Children are exposed to a variety of stories and rhyme. Families can borrow books from the setting via the lending library.

Children are secure within the setting and staff build strong relationships with them. Staff and children celebrate achievements with excitement. For example, children enjoy receiving stickers.

Staff support children to manage small disagreements. They speak to them down on their level and use phrases such as 'kind hands', 'please' and 'wait your turn'. Children play cooperatively together.

Parents are very happy with the progress their children make while at the setting. They speak highly of staff and leaders. Parents report that their children receive a rounded education from compassionate staff.

Parents receive daily handover information. Children receive consistent care routines, both at home and at the setting.Staff talk about what makes the children unique.

They discuss food preferences and home life during free play. Staff use a family photo wall to encourage children to find out more about one another. Children have a good understanding of what makes them similar and different.

Leaders are proud of the diversity within their team, and staff state how they feel valued. Leaders understand the main pressures on staff and work with them to support their well-being. Staff have access to free counselling and receive regular incentives.

Staff understand which paperwork is important and spend quality time with the children in their care.Leaders share information well with staff and make good use of online training programmes. However, there is scope for leaders to further target staff's professional development, particularly to focus on their individual training needs, to drive continual improvement.

Safeguarding

The arrangements for safeguarding are effective.Leaders ensure the continued suitability of their staff. New staff receive a concise induction and are aware of policy documents.

Leaders carry out risk assessments of the premises. Staff understand their responsibility to keep children safe. They can identify possible signs of abuse and know how to report any concerns they may have.

Staff show that they have knowledge of a variety of safeguarding issues, including the 'Prevent' duty. Staff are aware of the procedures to follow should they have any concerns about another member of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove how staff support child-initiated activities to extend children's learning further continue to embed the processes for monitoring staff practice so that their professional development can be more closely linked to their individual training needs and further enhance their teaching skills.