Acorn Academy Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The provider takes time to get to know children and works with parents to gain the key information needed. They adapt the settling-in process to support the children and to help identify children's starting points in their development.

This helps children to begin to develop emotional well-being and resilience. Although there is a curriculum in place, this is not implemented for all children, including some children who have special educational needs and/or disabilities (SEND). Teaching is sometimes inconsistent.

Staff set up activities that children like and play alongside them. For example, children cuddle dolls in the ...home corner, and staff talk to children about caring for them. However, staff's time is often spread too thin for children to receive good levels of attention.

As a result, there are times during the day when children are not well supported to learn as they play.Children generally behave well. Although staff sometimes explain the rules to children, this is not consistent.

They do not spend enough time supporting children's understanding of what is expected to ensure that they have this knowledge to use again.

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

The provider celebrates the diversity in the nursery and aims to meet the needs of children, including children with SEND. The provider has ensured swift action is taken about any concerns for children with SEND.

They work with other professionals and parents to ensure plans are in place. However, staff are too stretched to meet the needs of all children, particularly during the busier morning sessions. For example, interactions are abandoned to deal with behaviour incidents and routines of the day.

This means some children are left playing on their own for too long. Therefore, some gaps in children's learning do not close as quickly as possible.Staff help children to manage their self-care skills.

For example, they support children to use cutlery from a young age and encourage older children to put on their shoes and coat independently.At times, the provider does not organise the transitions between routines and activities effectively, such as at mealtimes and when getting children ready to play outside. As a result, children spend a long time waiting without any stimulation.

Children are happy to approach staff for spontaneous cuddles when they need extra comfort. They form close attachments with staff, who are caring and nurturing.Staff understand how to support children to learn new language.

They introduce new vocabulary as they play with children. Staff ask children questions and wait for them to respond. Children are beginning to learn to listen and take turns during back-and-forth conversations.

Staff reinforce words and phrases for children who speak English as an additional language to encourage their speech.Children gain confidence in mathematical concepts. They learn to count the number of pretend worms they have collected and compare the different lengths.

The provider plans regular opportunities for children to go outside and engage in physical activities. Children enjoy the freedom to run, jump and climb. This helps to develop their large-muscle skills.

However, the provider does not always consider how to organise outdoor learning to ensure that all children gain the most from this. Children need a lot of support with the climbing equipment, and they become frustrated when they do not receive the support they need to succeed. This means that children lose interest and wander around.

Parents praise the care and education their children receive. Staff ensure that parents receive verbal feedback about their child's day. Parents, including parents whose children have SEND, feel well supported.

Parents are happy with the progress their children are making.The provider is reflective of their own and the staff team's practice. They are aware of the challenges staff face and work to support their ongoing professional development.

The provider has recently introduced more frequent observations of staff practice to help to raise the quality of teaching.Children learn how to share and take turns with their friends. However, the provider does not always ensure staff give children clear and consistent messages about their behaviour.

This includes a lack of reinforcement of the rules and boundaries. Therefore, children do not fully understand what behaviour is inappropriate, such as running indoors.

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 provide more consistent support for children with special educational needs and/or disabilities to ensure that they receive the help that they need to make good progress in their learning and development.20/12/2024 To further improve the quality of the early years provision, the provider should: nimprove staff's understanding of behaviour management strategies so that they have a consistent approach to better support children's understanding of positive behaviour review and develop the organisation of routines to make transitions quicker and reduce the amount of time children spend waiting review the planning of the outdoor learning to ensure that it meets the needs of all the children.