Cedar Daycare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Warm and friendly staff welcome the children into this engaging environment.

They form close bonds with staff who are attentive to their needs. Children demonstrate that they feel safe and secure as they seek staff out for cuddles and reassurance. They freely explore the large range of enticing activities available to them.

Indoors, children enjoy role play as they pour water and wash small cars in the water tray. They benefit from comfy spaces to rest and listen to stories read by staff. Photos of children's families displayed around the setting help younger children feel a sense of belonging and familiarity.

...>Children enjoy outside play in all weathers. They benefit from well-organised, exciting garden spaces. As they explore, children learn positional concepts as staff weave mathematical language into their play.

For example, children, together with staff, look for buried items around the garden with torches and spades. Staff encourage children to look 'under' and 'in-between' as they investigate. Children develop their physical skills as they climb logs and dig in sand.

They learn the importance of healthy lifestyles as they wash their hands before eating. Staff use toothbrushing activities to teach children about the importance of oral health.

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

Managers lead a well-designed curriculum that covers all areas of learning.

Staff contribute and make daily adaptations, according to children's interests and their individual next steps in learning. They plan a meaningful learning environment, which helps to promote children's curiosity. For example, children ask questions about the dinosaurs inside the 'curiosity cube'.

This encourages their communication development.Children's language and communication skills, including those who speak English as an additional language, make good progress. Staff use sign language alongside their spoken language.

This provides children with an alternative way to make themselves understood. Staff introduce new vocabulary to enhance children's play experiences. For example, as young children engage in water play, staff say, 'Squeeze, squeeze the sponge'.

Children generally manage their personal care well. They wash their hands and sit at the table ready for their packed lunch. However, staff sometimes do too much for the children that impinges on their ability to do things for themselves.

While the manager has plans in place to address developing children's independence even further, these are not yet fully embedded.Staff support children to develop positive self-esteem through the setting's values. Children learn to identify and label their feelings with the 'positive affirmations' mirror.

Staff encourage children to talk about how their emotions make them feel. They work hard to promote children's emotional well-being and kindness.Children's transitions are organised well.

They benefit from home visits and carefully planned settling-in sessions with their key person before starting. This helps children develop relationships with staff, and they quickly settle. The manager and staff work closely with the school to support children's transfer to full-time education effectively.

They take children on several visits to the school to become familiar with the space and to get to know the teachers.Partnerships with parents are good. They say they are pleased with the effective communication methods used to share daily updates about their children.

In addition to this, they appreciate the parent consultations and developmental summaries, and they feel well informed of their child's progress. Parents feel supported to continue their children's learning at home with ideas shared from staff. Children borrow books each week to share and enjoy with their family.

Children's behaviour is good. Staff reward children for their perseverance when faced with challenging activities, such as counting to 10. Children are pleased when they receive a sticker for their efforts.

Staff support children to take turns and share. However, when children struggle to share resources, staff sometimes intervene too quickly. This means children do not always have time to learn to manage conflict independently.

Safeguarding

The arrangements for safeguarding are effective.Staff regularly update and refresh their knowledge and understanding about safeguarding, helping them remain vigilant in their roles. The managers have robust safer recruitment procedures in place.

They ensure that any new staff quickly familiarise themselves with the policies and procedures they need to follow, including whistle-blowing procedures. Staff understand their responsibility to protect children from harm and are aware of wider safeguarding concerns, including the 'Prevent' duty and female genital mutilation. Managers ensure staff are clear about their role and responsibilities through regular supervision meetings.

All staff are paediatric first-aid trained. Staff supervise children during mealtimes to ensure they can quickly respond to a child's needs.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: guide staff to provide children with more opportunities to become independent and do things for themselves help staff to understand how to encourage children to resolve conflicts independently.

Also at this postcode