Triangle Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive happy and pleased to see the staff and their friends. They separate confidently from their parents and are eager to explore the nursery environment. Although staff do not carefully consider what they want children to learn, they know the children well and provide them with a range of experiences.

For example, children enjoy hearing the story of the 'Three Little Pigs'. They look at the book and use the pretend houses and characters to re-tell the story. Some staff do not have consistently high expectations of children.

However, children behave well. For instance, they know how to sit at the table and wait ...patiently at mealtimes.Staff are not always well deployed.

However, they support new babies to settle and feel secure in their environment. Staff are attentive to babies and know them well. For example, they provide dolls to help prepare young children for the arrival of a new baby to the family.

When babies are tired, they are supported to lay down and have a sleep. Babies readily explore the resources within the room. For instance, they enjoy using technology toys to make sounds and are developing their early understanding of cause and effect.

Parents comment that they appreciate the communication and support they receive for their children's learning. For instance, pre-school children take a book home to read with their families. The nursery places a strong focus on supporting children with special educational needs and/or disabilities (SEND).

For example, staff use specific strategies such as visual prompts to help children's understanding of being at nursery. Children take great delight in moving the pictures to show what is happening now, and next, on the visual daily routine.

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

The new provider and new manager are passionate and committed to providing a high-quality provision.

They have begun to evaluate the learning environment to identify and target areas for improvement and carry out research to help them develop future plans. The manager used a recent training day to assess staff's safeguarding knowledge. However, staff do not receive supervision to help them identify and improve the quality of teaching and understand their roles and responsibilities.

The quality of staff practice is inconsistent. Some staff do not support children's learning well enough. This is because they do not have clear understanding of the learning intentions.

However, children, including those who receive additional funding and those with SEND, are making sufficient progress in their learning and development. For example, older children excitedly count out the numbers they identify on the page as they hear stories read.Children develop some independence skills.

For example, they take turns to put out the placemats at lunchtime. Older children confidently use a knife and fork. However, staff complete tasks for children without encouraging them to try for themselves.

For instance, staff hold the cups for older children, so they can drink their water.Children develop good physical skills in the large outdoor area. Babies enjoy tummy time and toddlers confidently use the climbing equipment.

Older children share bikes and balance on bridges and beams. Children are confident and show a can-do attitude. However, staff do not consistently deploy themselves well enough to increase children's learning opportunities.

For example, some children spend long periods with little interaction from staff. Ineffective management of daily tasks mean that staff spend unnecessary time out of the room. This impacts on the time spent with children.

Staff are positive role models. They support children to share and take turns. Staff encourage children to understand the impact of their behaviour on others.

For example, younger children patiently wait for their turn to use toys. Older children kindly find and share the balls and hula hoops with their friends when they are in the garden. Children respect each other and are developing a good understanding of their uniqueness and how to behave.

Staff work closely with parents and other professionals. For example, teachers from local schools attend the nursery to meet children and have discussions with the children's key persons. The key person provides tips and ideas to help children settle.

This prepares children well for their transition to school.Children enjoy sociable interactions during snack and mealtimes. Although staff provide healthy snacks, the manager and provider do not monitor the menu closely enough.

As a result, some meals and drinks do not encourage children to make healthy choices. In addition, staff do not always support children to follow good hygiene practices.

Safeguarding

The arrangements for safeguarding are effective.

The manager has recently completed designated safeguarding lead training. She shares updates and information with staff to support their knowledge and understanding of child protection. Staff complete regular headcounts of children and check registers.

This helps keep children safe. Staff have a good understanding of the signs and symptoms of abuse and neglect, including female genital mutilation and keeping children safe from radicalisation. There are clear procedures to follow should they have to report any concerns about children or staff.

The provider and manager have robust recruitment procedures in place to ensure that only suitable people 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 all staff with effective supervision, coaching and training to precisely identify individual areas of development and ensure staff have a clear understanding of their roles and responsibilities 20/08/2023 improve staff's understanding of the curriculum and interactions with children during activities to help them sharply focus on the identified learning intentions for each child 20/08/2023 promote children's understanding of healthy eating, in particular during mealtimes 20/08/2023 improve staff deployment, to ensure staff engage with all children effectively to increase children's enjoyment and extend their learning.20/08/2023 To further improve the quality of the early years provision, the provider should: develop children's independence further, so they have opportunities to do things for themselves support children to consistently follow good hygiene practices.