Benjamin Rabbit Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and ready to learn. Parents leave children at the door as they are not allowed into the nursery due to the COVID-19 (coronavirus) pandemic restrictions.

Once inside, staff take children downstairs to their room. Children who are unsure about coming into the nursery soon feel at ease. They join in the activities with their friends, due to the effective support provided by staff.

Children with special educational needs and/or disabilities (SEND) have time to explore the environment and activities at their own pace. They freely access the whole environment and the resources they require. Children hav...e the opportunity to build their physical strength and develop their coordination.

For example, in the garden children take their time and practise rolling car tyres to each other. Staff have high expectations of all children and those who find this challenging are encouraged and supported well.Children behave well.

They are taught to respect each other's needs. For example, children wait patiently for others who may need more time to wash hands, serve their own food or to go outside. They do not rush each other and they help those that need it.

For example, children hold the door open for others when going outside.

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

Leaders have high expectations of the staff. They provide an inclusive environment for all children and value every child's uniqueness.

They work in partnership with external agencies to make sure all children are well supported. Adaptations are made to benefit children with SEND. As a result, children are making good progress to move on to the next stage in their learning.

Staff understand what they want children to learn. They follow children's interests and support them in a way that is appropriate to their level of development. For example, young children enjoy looking at books and are beginning to imitate animal sounds.

Staff repeat the animal names and children attempt to say them back. Staff encourage children to develop their communication skills. For example, they sing nursery rhymes, such as 'Row the boat', and give children eye contact when doing this.

Older children are learning about numbers and how to form the letters of their name. They sit attentively while staff support them to practise their pencil control. Those who do not want to practise their writing skills join smaller groups and play board games.

Children take turns while learning about their numbers as they roll dice and count the dots.Staff support older children to form relationships with each other as part of their curriculum. For example, they encourage children to work together to stack dominos in a line before they knock them down.

Staff encourage children to develop their mathematical skills. For example, they help children to count the dominos as they fall down.Leaders give staff regular supervision and the opportunity to discuss any concerns they have.

Staff feel well supported. However, they are not always clear about areas of weakness and how to improve their practice. As a result, staff do not widen their practice and miss opportunities to extend children's learning further.

They are not always meeting children's needs as best as they could.Parents are kept informed about what their children are learning and the progress they are making. They are aware of any areas of children's development where they may need more support.

For example, parents are aware of additional support provided to children to help them to feel secure. Staff give children the time they need to feel ready to engage with others and are responsive to their needs.Children have a positive attitude towards learning.

For example, they enjoy playing with water while outside and show excitement as they explore this with their friends. Children take note of the environment around them and encourage others to so. For example, children stop their play to look at a butterfly in the garden.

They stop others to look at it and comment on the colours.

Safeguarding

The arrangements for safeguarding are effective.Leaders demonstrate they understand their role as designated safeguarding leads for the nursery and attend relevant training to keep their knowledge updated.

Staff understand the nursery's safeguarding procedure and how to identify signs of abuse. They know what to do if they have concerns about the welfare of a child and how to report safeguarding concerns to relevant agencies. Staff follow the risk assessments that are in place and encourage children to manage their own risk.

For example, children are taught to be careful when climbing. Children are supported by staff when taking risks to ensure their safety.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance monitoring of staff practice to ensure that teaching is having the best positive impact on children's development.