Canterbury House Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children quickly settle into their activities when they arrive at the setting and are welcomed by friendly staff. Staff understand the importance of communication and teaching children new vocabulary through their play. For instance, staff play with children and ask them questions about their games and encourage turn-taking.

Staff create role-play opportunities for the children, which they enjoy immensely. Children giggle as they pretend to be pirates in a ship or people in a home, using their imagination and learning social skills. Outside, children are encouraged to be independent and to develop their engagement through play....

For example, children pretend to be builders and build towers with large bricks. Staff support children with dressing appropriately for different weather conditions so they can access outdoor learning.Children listen to staff carefully and show good levels of concentration.

In the pre-school room, children sit and listen as a group and take part in registers, stories and songs. The youngest children develop listening skills through smaller group activities and when staff play with them. The manager has high expectations of children, including children with special educational needs and/or disabilities (SEND).

Children are kind to each other and follow the rules in place.

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

The manager understands the importance of learning about children's starting points and creates a curriculum with a variety of experiences. They make effective use of any funding.

For example, they offer additional lessons from a music teacher or football coach to help strengthen children's listening and physical skills. Children also enjoy visitors from the local area, such as an ice-cream man, and a zoology experience.Staff work well as a team and support one another.

New members of staff are offered thorough induction and training opportunities to develop their skills and to learn from one another. The manager is keen to provide staff with courses to develop their knowledge and understanding of the early years curriculum. The manager also collaborates with other nurseries, allowing her to stay up to date with relevant information and share good practice.

Staff plan interesting activities linked to the areas of learning for children to choose from within the environment. However, at times, they do not plan successfully to ensure they target and extend all children's individual learning needs. On occasion, some children do not engage with planned activities or fully benefit from the experiences staff offer them.

Parents are pleased with the care children receive and are happy with the bonds children have with staff. Parents are updated with events and activities about their child through an app, allowing them to be informed about their child's daily routine. The manager understands how important the link between home and nursery is.

She has plans to introduce a reading library and reading sacks to further support home learning.Staff gain an understanding of children's backgrounds and families when starting at nursery. They have a bank of key words in children's home languages to help understand children who speak English as an additional language.

However, staff do not always seek opportunities to celebrate and promote the languages and cultures of children who attend the nursery. This does not extend all children's understanding of diversity.Children are well prepared for their next stage in education at different ages.

The youngest children develop their independence through daily activities, such as being supported with personal hygiene and finding their belongings. Staff ensure children are prepared for school by supporting them to be confident and manage their feelings. The manager liaises with the local schools so that a smooth transition can take place.

The special educational needs coordinator (SENCo) ensures children with SEND are identified early so that support can be put in place. The manager and SENCo listen to advice from specialist teachers and share information with parents. Therefore, children receive the same approach at home and at nursery, which helps them make good progress in their development.

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: build further on opportunities to celebrate children's cultures and languages to help children understand their similarities and differences strengthen activity planning to more precisely target children's individual learning needs.