Ashbourne Day Nurseries at Fenny Stratford

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children form close and relaxed relationships, with warm and friendly staff.

Children feel safe and secure in the knowledge that they can express their feelings and views. They are well behaved and are consistently praised for acts of kindness and achievements. Children are encouraged to make their own decisions.

They are supported by perceptive staff. This allows children to grow in their independence and they display high levels of emotional well-being.Children develop the physical skills they need in preparation for future writing.

For example, they strengthen their hand muscles through a range of mark maki...ng opportunities inside and outside, supported by skilled staff. Babies hold chunky crayons and are encouraged by nurturing staff, to make marks for purpose on the large paper set out on the floor. Toddlers enjoy exploring the bubbles outside.

Staff model and guide children to use movements to direct the large wands to create their bubbles. They squeal with delight as they pop the bubbles. Pre-school children are competent eating lunch with cutlery and use scissors safely.

A number of children are beginning to recognise the letters in their names and one child is delighted to tell the inspector how their name has nine letters in it, which is just one short of 10. Children with special educational needs and/or disabilities, (SEND) demonstrate that they are confident and comfortable at the setting. They form special bonds with staff, who know them well.

Staff are patient and calm. All children make good progress from their starting points.

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

The manager, who is also the special educational needs coordinator, is knowledgeable about ensuring children's individual needs are prioritised.

She works confidently with external agencies and has implemented effective strategies to provide early intervention where required. This includes children with SEND and those children who are in receipt of additional funding. This supports all children to make progress in their development and helps them to reach the next steps in their development.

Partnerships with parents are strong. The manager and staff team strive to build good relationships with parents to ensure they are happy and know their children are safe. Regular meetings and information sharing with parents helps them to support their child's learning at home.

Parents praise the staff. They say the children settle quickly with nurturing staff and their children are thriving.Staff know the broad aims for children's learning.

The nursery curriculum is designed to continually build on the skills children need to be successful learners. Staff understand the intent of the curriculum. However, there are occasions when leaders are not identifying when some staff do not target teaching precisely enough.

For example, some staff are unclear on the specific learning intentions for activities and how these support children's development.A strong key-person system is in place. All staff get to know children well.

This includes fully understanding their individual personalities, including their likes and dislikes. All children behave well and are gaining in confidence.Staff implement the literacy curriculum effectively.

Children experience a wide range of books. They excitedly listen when practitioners enthusiastically read stories to them. Staff plan trips to the local library and provide books for children to take home, including for children learning English as an additional language.

Children develop a love of reading.Leaders have effective oversight of the day-to-day management and have a clear vision for the nursery. They know the importance of continuous professional development for staff and its impact on practice.

Leaders provide staff with regular meetings, reviews and observations. The manager feels supported in her role and nursery staff report their well-being is good.Independence is promoted well throughout the nursery.

Children are encouraged to find their own coats and put these on. Pre-school children eat their lunch in the dining area and serve their own food. They mirror learning that they will follow at school.

Pre-school children enjoy having responsibilities, such as setting up the dining area, ready for lunch for them and their toddler friends. This gives them a sense of pride and boosts self-esteem.Staff promote children's understanding of others successfully.

For example, children are encouraged to bring in photos of their families to learn about each other. Staff share their own photos and talk about who is at home with them. This helps children to feel included and to learn that all families are special.

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 further improve the quality of the early years provision, the provider should: support individual staff to fully understand the intent behind the curriculum to more precisely identify, and plan for, individual children's learning needs.