Cheldern Nursery and Pre School Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and eager to start their day at this friendly nursery.

Leaders and staff have developed an effective key-person system that helps to ensure that children settle swiftly, form strong attachments, and are ready to learn. Staff plan individualised settling-in procedures for new starters. This allows children to begin to become familiar with their environment and their key person.

Staff are knowledgeable and give children emotional support. This helps children to build trusting bonds with the staff and to feel safe and secure.The growth in children's confidence and independence is accelerated through ...their access to the outdoors, where they are supported by attentive staff to take risks, develop secure physical skills and learn about the world around them.

As children progress through the nursery, staff support them to become increasingly independent with their personal care. Older children confidently manage tasks, such as wiping their noses and putting on their coats and waterproofs, which will be beneficial when they start school. There is a strong focus on children's personal, social and emotional development, in particular, developing firm friendships.

Staff support this by gently encouraging children to engage in positive behaviours, such as sharing. The children show confidence and a positive outlook towards learning. For example, older children work cooperatively with each other during various activities outdoors and celebrate their achievements together.

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

Leaders oversee the staff's assessments of children's progress. They work together to identify any gaps in children's learning or potential developmental delays. Children with special educational needs and/or disabilities (SEND) have support plans in place.

This enables staff to understand each child's unique needs and implement strategies to support their learning. However, on occasion, the children do not benefit from the intended interventions due to inconsistencies in staff practice, which in turn affects their ability to make the best possible progress.Overall, behaviour is promoted well.

Staff support babies and toddlers to learn to follow instructions, such as what to do at mealtimes. Older children learn to take turns and consider the feelings of others, which helps them to develop friendships. However, when children do not follow instructions, staff are not consistent with their approach to managing this.

For example, staff allow some pre-school children to leave adult-led activities while expecting others to remain. Younger children are prompted to say sorry during minor disputes, with no further explanation to support their understanding. This causes confusion for children because they are unsure of what is expected of them.

Staff place great emphasis on developing children's communication and language skills. Stories, rhymes and songs are a key part of the daily routines. Children gather eagerly to listen to familiar stories and have fun predicting what they think will happen next.

Furthermore, staff model language well. They talk about what they observe children doing and skilfully introduce new words as they engage in conversation.Staff help children gain a wide range of physical skills.

They ensure babies have plenty of room to crawl and begin to walk. Children access a well-resourced outdoor area which offers opportunities that support them to develop their physical skills. For example, children show good control of their bodies as they climb and balance on the play equipment.

As a result, children learn how to keep themselves healthy which promotes and supports their health and well-being.Leaders want children to understand what makes themselves and their community unique. The setting is situated on a working farm.

Children experience farming life and there is a strong focus on supporting their local farming community. For example, children have recently experienced sheep being sheared at the setting and they have engaged in some role-play farming experiences. This enables children to discover and explore the world around them.

Staff use a variety of teaching techniques to help children learn new knowledge and skills. For example, they explain and model to children how to use small tools. Older children show high levels of concentration as they practise using knives to prepare snack for their peers.

This activity builds on children's physical development, refining their fine motor skills ready for later handwriting.Parents speak positively about the setting and talk of the approachable staff team. They say they feel well supported by the staff and talk about how much their children love attending the setting.

Parents receive up-to-date information about their child's learning through daily verbal and online feedback. They report that they can see clear progress in their children's development. These successful relationships between home and nursery support consistency in children's education.

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: support staff to manage children's behaviour in clear and consistent ways to help children understand what is expected of them provide support for staff to address the inconsistencies in the quality of the interventions for children, particularly those children with SEND.