Abbey School Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff are warm, kind and caring and get to know the children well from the start.

Children arrive at the nursery confidently and they settle quickly to an activity in the company of their friends and staff. For example, pre-school children focus well during their self-chosen play when they use a spoon to scoop the flesh and seeds from a pumpkin. Babies enjoy making marks using paint and toddlers listen with interest when staff sing nursery rhymes.

Staff working with the two-year-old children teach them to count, helping them to link quantities of items with numbers. Children develop some of the key knowledge and skills ne...eded for later learning, including school. However, when planning the curriculum, staff are not always clear what they want children to learn next.

This means that some of the activities and the support that staff provide are not linked closely enough with children's next steps in learning. For example, staff plan a craft activity for the pre-school children, but they do not consider how to develop their knowledge and skills. During this adult-led activity, there is little challenge to extend their learning.

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

The provider ensures that leaders and staff keep children safe. For example, they obtain full suitability checks for new staff in the nursery. Staff conduct headcounts when moving children between different areas.

They meet children's dietary needs and slice food appropriately for young children at mealtimes to prevent incidents of choking. However, the provider has not notified Ofsted of significant changes, although they are now aware of their responsibility to do this.Although the provider and leaders are clear about what they want children to learn, they do not ensure that their vision aligns closely with the planning and delivery of the curriculum.

Staff do not always consider what knowledge and skills they want children to learn. When staff are clear about their intentions for children's learning, they do not provide tailored support to help children make good progress consistently.Staff assess children accurately.

This helps them to identify from an early stage when children might benefit from additional support from other professionals. They work closely with leaders and the children's parents to seek extra help as required.Inconsistencies in staff's practice mean that children do not always receive good quality support and interactions from staff to develop their communication and language.

For example, staff working with babies often use full sentences, which does not encourage them to respond and practise their speech. Staff working with pre-school children sometimes talk on behalf of the children and do not give the children time to think about and respond to questions.Children learn to manage their own self-care needs for themselves.

They use cutlery at mealtimes from a young age, remove their boots independently when coming inside from the garden and help to get undressed during nappy changes.Parents provide positive feedback about their children's time at the nursery. They comment that their children form warm relationships with staff and enjoy attending.

Staff share updates with parents about their children's care and learning regularly. However, staff do not work as closely with parents as they could to share and discuss best practice guidance and research regarding children's sleep routines.Staff are sensitive and respectful with children.

They ask children if they can change their nappy and reassure them when they feel anxious. Staff warn children that they will soon need to tidy up so they can finish their play in their own way.At times, for short periods, staff focus on completing routine tasks, such as nappy changes and documenting information about children, rather than interacting and engaging with children.

During these times, children lose focus and sometimes become overexcited, so they begin to bicker over toys.Overall, staff help children to understand the expectations for their behaviour. Children listen to staff and follow their instructions.

For example, they hold hands and walk sensibly in a line when moving from the garden to their playrooms. Babies learn to share the tools and resources with their friends when prompted by staff.

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 improve the quality and consistency of staff's interactions with children, to support children's speech and language development 08/11/2024 support staff to plan and deliver a challenging curriculum that builds closely on what children know and can do and extends their learning.08/11/2024 To further improve the quality of the early years provision, the provider should: review the organisation of staff to ensure they interact, support and engage with children more consistently strengthen partnerships with parents to share best practice guidance relating to children's sleep routines.