Bo-Peeps Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and are keen to go into the nursery. They are warmly welcomed by a friendly and nurturing staff team. Children form strong, secure and trusting relationships with the staff who care for them.

Older children form good friendships with their peers. They create games together, where they chase each other playfully around the garden. Younger children snuggle up to staff for comfort as they join in with songs and stories.

The management team and staff work well together to implement a well-planned curriculum which children benefit from. Staff use children's interests well and engage them in meaningful ...learning experiences. Staff use everyday routines to support children's learning.

For example, older children help to set up the dining room before mealtimes for the whole nursery. This involves counting out plates and cups and setting out place mats. Children learn to problem-solve as they work out how many children are present and how many plates are needed.

Staff place a high priority on children having lots of fresh air and exercise. Children enjoy being outside, where they develop their physical skills and challenge themselves as they learn to climb and balance. Staff set clear and consistent boundaries and routines so that children know what is expected of them.

Children listen well and learn to share and take turns with resources.

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

The management team and staff have worked hard to make changes and improvements to the nursery. Since the last inspection, they have introduced support for staff to develop and implement their new curriculum.

Staff take part in training and have regular meetings to ensure that their curriculum is effective. This is consistent throughout the nursery.Staff create sociable mealtimes, which children enjoy.

All the children eat together in the dining room and staff encourage and promote healthy eating. Children develop independence at carrying out tasks, such as preparing and serving their food. Staff sit with children and supervise them well, using the opportunity to encourage children to develop their communication and language skills.

Staff support children to learn to follow good hygiene practices, and each age group in the nursery takes turns to prepare food to share for afternoon snack.The key-person system is effective throughout the nursery. Staff know the children very well and use the information that they know about children to support their transitions as they move through the nursery and on to school.

Partnerships with parents are strong and well established. Parents say that they are happy with the care that their children receive. Parents are welcomed into the nursery and have opportunities to take part in social events, such as walks in the woods.

Recently, parents and children supported staff with a fundraising event. Parents say that staff regularly inform them about their children's progress.Staff support children's enjoyment and engagement in their favourite stories.

For instance, they create activities around books that children enjoy so that children can play and recreate the story. Children enjoy using coloured water and other resources to make their own 'pumpkin soup'. They talk about what they are adding as they mix and pour their ingredients.

Children enjoy sharing stories throughout the day, inside and when they are in the garden.The special educational needs coordinator oversees the needs and support for children with special educational needs and/or disabilities (SEND). She works closely with parents and staff to access support and to make referrals to the relevant professionals.

Staff are aware of how to support children's needs and children are mostly well supported. However, staff could be more consistent at using the strategies in place to support children with SEND to make better progress.Staff use group times to engage children in learning.

For instance, children listen to stories, sing songs and talk about shapes and colours that they recognise. However, as most children are keen and confident to take part, some of the shiest and quietest children are not able to join in and staff do not recognise this.

Safeguarding

The arrangements for safeguarding are effective.

The management team and staff understand their responsibilities to keep children safe. They carry out risk assessments of the nursery, resources and gardens to check that the environments are safe for children. The management team follows good procedures to safely recruit staff to work with the children.

Staff understand how to identify when a child may be at risk of harm. They know the procedures to follow to monitor children's well-being and report any concerns they have.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop the organisation of group activities so that the quieter children can take part and participate nuse the techniques in place more consistently to support children with SEND to help them to make even better progress in their learning.

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