Bumpsa Daisies Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settle quickly when they arrive. They are welcomed by friendly staff who know the children well. Babies show that they feel safe and secure in staff's care.

For example, children who are upset or unsettled are comforted with cuddles and reassurance. Children gain good levels of independence. On the day of the inspection, babies were observed to feed themselves using spoons.

Older children use water dispensers to help themselves to drinks. Children are energetic and develop their physical skills. Babies safely practise their balance and develop coordination, such as when using the soft-play area.<...br/>
Older children learn how to manage risks as they climb large fixed play equipment in the park. Children behave well and develop good social skills. They learn how to manage their emotions.

Children listen and follow instructions from staff well. They are polite to their friends, such as when they discuss their drawings. Older children make their own choices about their play.

This helps them to build confidence in their own abilities and develop skills for the next stage in their learning. Staff show a good understanding of the curriculum intentions. They plan activities to build on what children already know and what they would like them to achieve.

Overall, they provide consistently good-quality interactions to support children's learning. This helps children to make good progress.

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

Children benefit from outings that widen their knowledge of the world.

For example, they visit a care home for older people where they take part in activities with the residents. This helps them to learn to be respectful and considerate of others' needs. In addition, children visit the supermarket and make choices about what to buy.

This raises children's understanding of real-life experiences, such as using money. Children use their understanding of letters and sounds and practise linking these to words. For instance, when staff ask them to find items beginning with a letter sound.

Staff encourage children to develop a love of books. When they read stories, children join in with familiar phrases. This includes bilingual children and those who speak English as an additional language.

Staff offer props, such as toy characters from the story, to help children take an active part.Children develop their confidence to manage their self-care needs. For example, staff provide babies and toddlers with a step so they can reach the sink to wash their hands.

Older children practise dressing and undressing to build their skills and confidence for when they start school.Children are mainly curious and engaged learners. Overall, there is a clear curriculum.

This is sequenced well throughout the nursery and incorporates children's evolving interests. This helps children gain the skills and knowledge they need for their future learning, such as school. However, on occasion, staff do not consistently challenge children enough to support their learning and development further.

In general, staff support children's communication and language well. They introduce new vocabulary to babies, such as 'circle' and 'dirty'. Staff give meaning to children's gestures.

For example, confirming by saying, 'yes, your t-shirt is wet' when a child indicated this. However, sometimes, this is not fully consistent. At times, staff do not promote children's communication and language skills as effectively as possible.

For example, staff sometimes do not model language so that children hear correctly pronounced words.Children benefit from the nursery's effective settling-in procedures when they first start. Staff adapt them to meet children's individual needs.

They work closely with parents to gather information about children's interests and needs. Staff use the information effectively, including to identify children's starting points. In addition, they use the information to plan the environment to help children feel welcome and support them as they settle in.

Partnerships with parents are well established. Parents comment positively about the care the children receive. They receive regular information about their children's development.

Staff share with parents about how they can support their children's learning at home. For example, parents support their babies to use a spoon independently.

Safeguarding

The arrangements for safeguarding are effective.

Staff, including designated safeguarding leads, have a secure knowledge of the signs and symptoms of abuse. They know the action to take should they be concerned about a child's welfare. Staff have a good awareness of a range of safeguarding issues, including those relating to the 'Prevent' duty.

All staff understand the procedures to follow if they have concerns regarding the conduct of the leaders and colleagues. Robust recruitment procedures check that staff working with children are suitable to do so. Staff complete daily risk assessments to help minimise risks and hazards.

These cover the indoor and outside areas of the premises, and outings. This helps to keep children safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to provide more challenge for children when implementing the learning intentions to support children's learning and development even further build on staff's awareness of how to promote children's communication skills, including modelling language, to help children make further progress in their communication and language development.