Ashbourne Day Nurseries at Adderbury

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle well in this welcoming nursery. They form strong bonds with staff and arrive eager to find friends and join in their play.

The staff have high expectations for every child. They use their knowledge of children to plan an engaging learning environment. For example, staff talk to the pre-school 'children's council' about developing their garden space.

Children come together with staff to design and write down what they would like to have in the garden. They make suggestions of plants and flowers so that they can watch them grow.Staff plan activities based on what children already know and can do.

...>They observe children's current interests and use this to inform their planning and use assessment to identify what children's next steps are. Children are curious and eager to learn. They show positive attitudes to learning.

Staff set out clear expectations and are good role models. This helps children learn to be polite and they are responsive to instruction or requests from staff.Children learn good hygiene practices and know the routines of the day well.

Staff involve children in daily tasks and this supports children in developing some independence skills. Children prepare for lunchtime, washing and drying their hands before they eat. They learn to manage cutlery as they serve themselves lunch and help others.

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

The manager reflects on the quality of practice through regular observations and supervision. She identifies areas of strength and development. For example, she provides coaching and support to build on staff skills.

However, some newer staff have not fully benefited from this coaching. This reflects in how they deliver learning and development experiences for children.Children develop an interest in reading.

They choose favourite stories for the staff to read to them. Children enjoy looking at and talking about what is happening in the pictures. They show excitement at turning the page to see what happens next.

For example, staff read with enthusiasm. This engages children as they listen and wait for what comes next. They laugh and smile as they turn the page.

Partnership with parents is good. Parents comment that their children are making good progress at the nursery. Children feel safe and secure because of the strong bonds they have with their key person.

Staff welcome families and share daily feedback of what children have been learning. They talk to parents about how they can encourage further learning at home.Children show positive attitudes towards their learning and behave well.

Children engage and focus on chosen activities. They work together to share their ideas and toys. For example, children work together to climb up the hill in the garden.

They hold hands to help their friends to balance. They take it in turns to go down the slide.Staff engage with the children and start conversations.

Children enjoy talking about their families. Staff ask questions to challenge children's thinking. For example, staff ask about children's new siblings and what babies need when they are first born.

Children discuss that babies need nappies and only milk to drink. However, staff working with younger children are sometimes preoccupied with routine tasks and, on occasion, do not respond swiftly when babies try to engage with them. This does not fully support children's language and communication at these times.

Staff observe and assess children as they play. They adapt their teaching and interject in children's play at appropriate times. For example, they plan activities of interest on tables to help children learn to stand up.

The manager has positive relationships with the local schools children will attend. She shares information about the children's progress and next steps. She finds out about what children can expect when they start school.

She shares this information with the staff and children. This helps to prepare them for what to expect when they transition to school. Children enjoy having school uniforms to try on and play in at nursery.

This creates some familiarity for the children and helps them know what school they will go to.

Safeguarding

The arrangements for safeguarding are effective.Staff know and understand their role and responsibility to protect and safeguard children.

They know the procedures to follow if they have concerns that a child might be at risk of harm. Staff demonstrate their understanding of the signs and indicators of abuse. They know how and who to report their concerns to.

Safer recruitment processes are in place. This ensures all those working with children are suitable. The manager reviews staff suitability during regular supervision.

All staff know the procedure to follow if they receive an allegation against a member of staff. Daily risk assessments ensure the resources and premises are safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen coaching and support for new staff to help them quickly deliver quality teaching and learning experiences support staff to develop a more consistent approach to building on the communication and language skills of the youngest children.