Carr Manor Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy when they arrive at the nursery.

They have adapted well to the changes made due to the COVID-19 pandemic. Children understand that their parents no longer come into the nursery. They are confident to separate from their parents and are greeted by warm and friendly staff.

Staff get to know children well and are sensitive to their individual needs. For example, babies enjoy cuddles and smile as they recognise familiar adults. Staff babble and talk with babies to support their emerging language skills.

Babies confidently explore natural resources and sensory lights. Children show that they feel... happy, safe and secure. They actively seek out adults for support, for example, when they need help to put on their shoes or wipe their noses.

Children behave well and staff teach them about the importance of being respectful to others, to share and take their turn. Staff help them to develop the social skills they need to play together. Children receive praise for their efforts and achievements.

This develops their self-esteem. The outdoor space provides many opportunities for children to develop their physical skills. For instance, staff support children to carefully walk across a wooden plank.

This helps children to develop good balance and coordination skills. Children enjoy activities where they learn about teeth and the importance of good oral hygiene. They use role-play toothbrushes and sets of teeth to learn how to brush teeth effectively.

This supports their early physical development.

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

The manager and deputy are dedicated leaders. They involve staff, parents and children in their ongoing reflection and when planning future improvements to the nursery.

Leaders set targets to help improve staff practice. However, these are not always specific to staff's individual needs. Consequently, there are some inconsistencies in the quality of education.

For example, not all staff implement the curriculum intent specifically enough. This means, occasionally, some activities do not build on what children already know and can do.Staff undertake regular assessments of children's abilities.

They identify next steps in children's learning and use these to plan activities. The special educational needs coordinator (SENCo) has a good knowledge of any children who may be at risk of falling behind. She ensures that the curriculum is adapted to meet children's individual needs while waiting for referrals.

Staff work closely with parents and other professionals. This helps all children to make good progress in their learning.Babies sit quietly and are fascinated as they look at books and turn the pages.

They listen intently as staff tell familiar stories and point with glee as they recognise their favourite characters. Pre-school children predict what will happen next in their favourite, familiar stories and assume the role of characters with confidence. This promotes children's listening and literacy skills well.

Staff provide a range of opportunities for physically active play inside and outdoors. For example, older children run, jump and climb in their individual gardens. Babies push cars around tracks and climb a small wooden slide.

Children enjoy healthy, nutritious snacks and meals. They are developing an understanding of keeping healthy and developing their large- and small-muscle skills.Most staff in the toddler room have a clear understanding of why activities have been planned and how these build on what children know and can do.

However, others are less sure. This means that although all children enjoy the activities provided, some staff are less able to support children to make the most progress.Parents are very happy with the care provided to their children and say that their children enjoy attending.

Staff gain information from parents about children's care and learning needs when they start at the setting. This helps staff to develop strong bonds with children, which have a positive impact on their well-being and emotional development. Parents comment that staff share information about their children's progress.

Staff help them to understand what they can do next to help their child's development at home.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of their roles and responsibilities to safeguard children.

They regularly renew their child protection training to ensure that they have a clear understanding of the signs and symptoms which may indicate that a child is at risk of harm or abuse. Staff know where to find contact details for the local safeguarding children partnership and who to contact in the event of an allegation against a colleague or the manager. All staff are first aid trained and have a good understanding of how they would manage accidents and emergencies.

Robust recruitment and vetting procedures are in place to ensure that all staff are suitable to work with children. Staff are reminded of the importance of keeping information confidential and have secure places to store documents.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen all staff's understanding of the learning intention for planned activities build on the arrangements for professional development to provide staff working with toddlers more regular support, so that they can improve their teaching practice even further.