Bingham Day Nursery and Pre-School Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are supported by staff to have a sense of belonging in the nursery.

Older children have allocated spaces to hang their belongings; they see photos of family members that are displayed. Younger children smile and wave at staff when they call their name during a small-group registration time. Children show an understanding of the rules and boundaries that staff implement.

For example, when older children enter the woodland area, staff ask them what they need to remember. Children reply that they do not pick berries off the bushes or put them in their pockets.Children have plenty of opportunities to play outdoors....

Staff stand in front of younger children to encourage them to crawl across grass. Staff hold onto younger children's hands to encourage them to develop their strength to begin to take their first steps. Older children are challenged with their balance and coordination as they walk across objects, holding staff's hand to give them confidence and to promote their safety.

Children develop their communication and language skills. Younger children copy words that staff use in their play, helping them to begin to put two words together. Older children learn new vocabulary.

For example, when they look at leaves in the garden, staff explain that they are decaying.

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

The management team seek the views of parents when evaluating the nursery. From parents comments, staff increase the amount of information they share with parents of pre-school children.

For instance, they provide an information board in the entrance hall that shows parents activities children enjoy during the day.Staff provide nutritious meals for children to help promote a healthy diet. They support children to understand how food grows.

Children help them to grow fruit and vegetables in the garden. They water, harvest and taste the food, helping them to understand the process from ground to plate. However, staff do not fully support children to develop their knowledge of oral hygiene.

Since the last inspection, the management team have sought the support from the local authority to help staff manage children's behaviour. Staff are consistent in praising children's achievements. They ask pre-school children to be helpers of the day, giving them a sense of responsibility for completing tasks.

Children help staff to set out cups and plates at snack time.Staff know the children well. The key-person system provides children with an adult to meet their care and learning needs.

However, sometimes when children follow their interests in play, staff do not use these emerging interests to support their learning. For example, when children find worms in the garden, staff do not support them to learn more about worms.Staff extend their professional development.

This helps them to develop ideas and ways of supporting children's learning in a woodland area. This includes staff asking children to find and use natural resources to be creative. For example, children pick up leaves and twigs that lay on the ground and use these to stick to a pretend wand.

They talk about the different colours of the leaves and compare the sizes of feathers.Staff support children's learning well. The use observations and assessments to help identify what children need to learn next to help them progress.

This includes staff helping younger children to develop skills they need to feed themselves. For example, they provide children to use tools for scooping in their play.Staff promote children's safety well in the nursery.

For example, they supervise children closely and when they move around the building, such as from indoors to outdoors. When they take children outdoors, staff count the number of children present and ask them to hold hands with each other, such as when they cross the car park. However, they do not support older children to develop their knowledge of how to identify and what to do if they encounter potential risks when they use the internet at home.

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: help staff to support children to embed their knowledge of oral hygiene support staff to build on children's emerging interests during play to support their learning help older children to develop their knowledge of how to identify and what to do if they encounter potential hazards when they use the internet at home.