Binsteed Childcare Services Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive happy and enter the nursery confidently. They quickly settle into the familiar routines. Children have positive relationships with staff and receive reassurance and comfort when required.

For instance, staff interact with babies warmly during care routines. This helps children to feel safe and secure. However, teaching is not consistently good and does not always support children's individual developmental needs.

At times, activities lack challenge. For example, older children are provided with printed pictures to colour and told when they have added enough colour to the picture. Furthermore, younger child...ren are not always supported well enough.

For instance, staff are busy carrying out routine tasks, such as changing nappies and tidying up, which takes them away from supporting the children. Children behave well and have positive relationships with their friends and the adults who care for them. They are kind and thoughtful and play well together.

For example, younger children enjoy caring for the babies. They find their favourite toys and give them cuddles. Staff support all children to develop good social skills, for example by encouraging good manners.

Children have fun. They readily engage with new experiences and are interested in what others are doing. For instance, older children enjoy using their imaginations, playing in the shop that they have set up with the staff.

Younger children enjoy opportunities to develop their physical skills. For example, babies practise crawling and manoeuvre themselves around the room. This supports children's learning and development.

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

Since the last inspection, the members of the management team have worked effectively to address the areas of weakness. They have strengthened how they carry out daily risk assessments to ensure that children are safe. Managers have supported staff to improve their safeguarding knowledge.

Staff recognise signs and symptoms of abuse and know how to report any concerns about children or adults. The management team has a shared vision for the future of the nursery and knows what is needed to further improve.The special educational needs coordinator has a clear understanding of the needs of the children with special educational needs and/or disabilities (SEND).

They work closely with outside agencies to devise strategies to support children with SEND. This supports these children to make progress.The management team provides staff with regular supervision meetings and opportunities to discuss any concerns.

However, inconsistencies in staff's teaching practice are not always identified. Managers do not provide carefully tailored coaching and support for staff and ensure that they all have the necessary skills to support children's learning. Nevertheless, staff report high levels of well-being and feel well supported by the management team.

Staff help children to recognise and regulate their emotions. For instance, they read books with the children about emotions to support them to identify how they are feeling. Children learn about being kind and polite to others.

For example, staff remind children about their 'golden rules' and children then remind their friends. This helps children to learn how to manage their own behaviour.Staff do not promote language and communication well enough.

Although they read stories and sing songs with the children, they do not make the most of their engagement and interactions with them. For instance, staff do not always give children enough time to think and respond as they ask questions, while other staff fail to ask children any questions to extend their learning. Furthermore, staff sometimes use the incorrect pronunciation of words, which children then copy.

As a result, children do not make good enough progress in their communication and language skills.The managers and staff have worked together, with the support of the local authority, to develop an understanding of what it is that they want children to learn. However, at times, staff are overly directive and do not encourage children to express themselves, such as during creative activities.

Furthermore, on occasion, access to resources during activities is limited. This means that children do not always have the opportunity to express their own artistic ideas.Partnership with parents is effective.

Staff have a firm understanding of the local community. They signpost parents to further support should they need it. Staff find out about children's cultures and beliefs and invite parents to share key words in children's home language.

They regularly share children's progress and support their home learning. For instance, children are encouraged to borrow storybooks to read 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 meet the requirements of the early years foundation stage, the provider must: Due date ensure that managers have sufficient oversight of the provision to identify weaknesses in staff's practice and provide coaching and mentoring to improve their teaching skills 27/03/2024 support staff to devise and implement an effective curriculum to help develop children's communication and language skills.27/03/2024 To further improve the quality of the early years provision, the provider should: develop staff's understanding of how to encourage children to express their own ideas and fully promote their creativity.