Belvedere Sure Start Children’s Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children get off to a super start in their education.

They are safe, nurtured and happy. Staff warmly greet all children and their families. Children quickly develop secure attachments to the kind staff.

As a result, they grow in confidence, which allows them to explore and learn. Babies delight in playing with sand. Toddlers carefully water plants with watering cans in the garden.

Older children investigate natural materials, such as leaves and petals, to create 'transient art'. Children show high levels of engagement in their learning. Consequently, all children make good progress in their development.
<...br/>Children from different backgrounds play together cooperatively. Children learn to behave and manage their emotions exceptionally well. This is because staff are excellent role models and provide skilful teaching in how to develop personal and social skills.

For example, children know that they must take turns. When the sand timer runs out, children independently remove their aprons and allow their friends to play in the water. Staff have the highest expectations of children's behaviour.

Children know the routines of the nursery precisely. This supports their good emotional development. Children's language and communication skills are well supported.

They enjoy sharing books and songs at 'together time' with their key person.

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

The setting is well led and managed. Nursery policies and procedures are adhered to.

As a result, the nursery is safe and secure. Children's physical and emotional welfare is very well promoted. The management team strives to deliver the highest quality of early education.

However, leaders have not deeply evaluated all aspects of practice to propel the quality of the overall provision even further.A strength of the nursery is the support for children with special educational needs and/or disabilities (SEND). Staff identify and support additional needs using a range of effective systems.'

One-page' profiles ensure that children who have SEND are able to fully access the curriculum. Staff work in partnership with a range of professionals to help children receive the specialist advice and support they need. Consequently, all children with SEND make good progress.

Leaders ensure the curriculum is well planned and sequenced. Staff understand what children need to learn. They use a range of teaching techniques to ensure children gain key skills for their future.

For example, staff deliver lively 'What's in the box?' teaching sessions to encourage babies to learn new vocabulary. Daily care routines are used to promote independence. Older children learn to manage their own hygiene and serve their own food with skill.

The behaviour and attitudes of children is exemplary. The sensitive, respectful interactions and teaching that occur consistently enable children to feel safe, relaxed and valued. Children learn what is expected.

Babies show self-control beyond age expectations. Older children wait for their turn to serve their lunch with patience. Children develop self-regulation and the ability to stay focused.

This means children are well prepared for effective future learning.Leaders and staff value the importance of supporting children's speech, communication and language skills. They carefully monitor children's progress and provide extra support if children fall behind.

Babies learn to listen to sounds. Toddlers learn words through songs and rhymes. Older children demonstrate their growing confidence in communicating with others.

They inquisitively ask who the inspector is and listen to the response with interest.Children develop good physical skills. For example, toddlers use their hands and arms to make marks in 'gloop'.

In the garden, children explore digging and planting. Healthy and nutritious meals are provided. Children learn from the earliest age to wash their hands before eating.

They use cutlery that is appropriate for their stage of development. As a result, children develop habits to support their continued good health.Staff provide a range of interesting learning opportunities to extend children's experiences in the nursery.

For example, children learn to grow tomato plants from seed and enjoy eating the fruit produced. Despite this, staff have not fully explored how they can use their wider community and local area to expand children's horizons further.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is prioritised. A secure entry system and gates ensure the nursery is secure. All staff have attended local authority safeguarding training.

Their knowledge of safeguarding issues is comprehensive. For example, staff know a range of signs and symptoms that may indicate a child is at risk of harm. The designated safeguarding leaders understand and fulfil their responsibilities to work with safeguarding partners.

The leaders are aware of when notification to Ofsted is required. All staff have a knowledge of safer sleep guidelines and cots are fitted with breathing monitors to help babies rest safely.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen evaluation to identify areas for development in overall practice to increase children's outcomes to an even higher level consider how the curriculum could be improved further to enhance children's life opportunities and experiences beyond the nursery.