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Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are safe and settled in this nursery. Staff help children to develop close and trusting bonds with them. They do this through meaningful interactions.

Staff consistently praise children for their efforts and positive behaviours, building on their self-esteem.Weaknesses in the staff's delivery of the curriculum impact the progress children make. Staff do not always sequence children's learning and make activities too challenging.

For instance, during a counting activity, children practise counting from one to 10. Staff then ask the children to count backwards from 10 to one and then to 100 in 10s, which the childr...en find too difficult. The children quickly disengage from this activity and their learning.

That said, children generally enjoy their time at the nursery. For instance, children rush over to take part in singing time. They follow instructions from staff as they hold hands and make a circle.

Staff and children pretend to blow a bubble; as they blow, their circle gets bigger and they sit down. Staff make the activity exciting and introduce instruments for the children to use as they join in with their favourite nursery rhymes. Children demonstrate previous learning as they recall the actions of the rhymes they sing.

For example, they lie down and pretend to be sleeping bunnies. When they wake up, they giggle and squeal as they jump around the room.

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

Leaders and staff have made some improvements since the last inspection.

They complete daily checks to ensure that the nursery is safe for all children. The premises are secure, and staff make sure no unknown persons gain access to the building. However, the teaching of the curriculum is not yet embedded.

There are still some weaknesses in the quality of education, which does not fully support the learning needs of all children.Children behave well and know what the staff expect of them. They are polite and use their manners at appropriate times.

Staff are positive role models. They sit with children during mealtimes and show them how to use a knife and fork correctly. Children are becoming increasingly independent.

Young children confidently self-serve their food and pour their drinks. Older children develop self-care skills, such as using the toilet independently and washing their hands.Staff find out about children's interests and previous experiences before they start at the nursery.

This helps them to understand what children already know and can do. However, staff do not always use information effectively. For example, when completing assessments, they do not always accurately reflect on children's level of development to help them identify appropriate next steps.

Children who speak English as an additional language are supported well by staff. Key words in the children's first language are gathered from parents and understood by staff, who use these words to help children become familiar with routines within the nursery. This helps children to feel valued and develop a sense of belonging.

Staff plan activities for children which cover the different areas of learning. However, teaching is inconsistent. Some staff plan activities which are too complex for children, which impacts their learning.

For example, during a shape and colour sorting activity, the staff overwhelm the children by asking lots of questions relating to many different learning intentions. Children are unsure how to respond, which results in staff answering these questions for them.Parents have lots of positive things to say about the nursery.

They share that they receive regular updates about their child's development and next stages of learning. Parents know their child's key person and comment that they share ideas for activities at home to support children's learning. Additionally, they say that leaders share information to offer support and advice.

For instance, they recently received information on safe sleeping.Staff comment that they feel valued and that managers pay close regard to their well-being. They carry out peer observations on each other's practice to support their professional development.

Staff say they take part in regular supervisions and appraisals with leaders and discuss any training needs. However, staff do not always receive targeted support and coaching to help them to further improve learning outcomes for children.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that delivery of the curriculum is sequenced and offers appropriate challenge for children to reach their full potential.31/07/2024 To further improve the quality of the early years provision, the provider should: strengthen the use of assessment to understand the level of development for each child and provide them with the most appropriate learning experiences focus staff supervision and professional development more precisely on raising the quality of the teaching to the highest level.

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