Beltinge Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children excitedly come into the nursery. They have formed strong bonds with the nurturing staff and enjoy interacting with their friends.

The children feel safe and secure as they confidently investigate the activities on offer. For example, staff encourage children to explore different ways of removing the items from the blocks of ice. Children are curious and enjoy developing their problem-solving skills.

Staff support children to understand their emotions and encourage them to talk about how they are feeling. They give children clear, positive instructions so that children understand expectations. Staff have introd...uced 'golden rules' to help manage children's behaviour.

Children are kind to their friends and willing to share resources. For instance, they take turns to try on the glasses as they role play at being opticians. As a result, children display positive behaviour and treat others well.

Younger children are keen to play in the water and skilfully use sponges to transfer the water into a variety of bottles. They build up strength in their hands and forearms as they squeeze the sponges. Older children practise using scissors as they cut up lavender to add to their play dough.

They particularly enjoy squeezing the dough between their fingers as they mix the lavender in. Staff provide children with a wide range of activities to help them develop their fine motor skills and practise their hand-eye coordination.

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

Opportunities for children to develop their communication and language skills are good.

Staff encourage children to talk about what they are doing and make effective use of activities to support children to recognise letter sounds. For instance, staff explore the 's' sound with the children. The children squeeze the fruit and talk about it being slippery and slimy.

The children confidently make up their own words as they describe the orange as 'fizzery'. Staff inspire children to have fun with words as the children develop their vocabulary.The manager has only been at the nursery a relatively short time.

She brings with her a wealth of expertise and experience in nursery management. The manager works closely with the management committee. The committee members have a good understanding of their roles and responsibilities in running the nursery.

The manager has identified areas of strength and has plans in place to continually improve and develop the nursery. She monitors staff and encourages them to undertake training to help them develop their practice.Staff constantly track and monitor children's progress.

This helps to ensure that any gaps in children's learning and development are quickly addressed. The special educational needs coordinator and staff make sure all children with special educational needs and/or disabilities have detailed plans in place to help them to reach their highest potential. The manager makes good use of extra funding so that children receive any additional support and resources they need.

The curriculum staff plan has a clear intent for learning. Staff work closely with their key children and offer a variety of focused activities based on the children's interests and next steps. For instance, children enjoy exploring their senses as they smell the different herbs and spices.

Staff encourage the children to use a pestle and mortar to grind the lavender flowers to release their scent. The children develop their independence as they practise new skills. However, during some adult-led activities, staff provide children with an overwhelming range of resources to use.

Staff then lose focus, and the intended learning outcome is not always achieved.Parents and carers comment on how extremely pleased they are with the support they receive from the manager and staff at the nursery. Staff share information through face-to-face discussions and children's online learning records.

Parents feel well informed about how to support their children's learning at home.Staff make good use of spontaneous events to engage children. For instance, the younger children see a fly in the room and call it a bee.

Staff make very good use of technology to support the children to learn about the differences between a fly and a bee. Older children are excited to plant the orange pip they have found in their fruit to see if it grows. Staff provide the children with opportunities to investigate and learn about the world around them.

However, on occasion, children are kept waiting for activities to start. Staff do not always make sure that the environment provides children with opportunities to engage in purposeful play.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have a secure understanding of how to safeguard children. They regularly complete child protection training. Staff are familiar with the nursery's safeguarding policies and procedures.

For example, they are aware of the procedures to follow for whistle-blowing and understand the importance of being alert to extreme behaviours and views. The management committee understands its roles and responsibilities in relation to supporting and managing the nursery. The manager has implemented secure recruitment and vetting procedures.

This helps to ensure that all adults working with children are suitable to do so. The manager carries out thorough risk assessments and ensures that staff are deployed effectively throughout the day to maintain children's safety.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review how focused, adult-led activities are organised, to ensure there is a clear impact on children's learning continue to support staff to develop their already good practice and further raise the quality of teaching.

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