Cherryli Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Weaknesses in staff's safeguarding knowledge compromises the safety and well-being of children. Additionally, the manager has failed to demonstrate the capacity to drive forward with improvement and previous actions are not met. However, staff provide a clean and structured environment.

During playtime in the garden, children can follow their interests, ideas and have fun while learning. They laugh and talk with their peers as they race through the garden on bikes. Children independently look at books with their friends or build a castle, using large blocks.

However, it is during those times where most staff fail... to engage with children to guide and extend their learning. Instead, they remind children not to be loud when they squeal for joy. This interrupts children's play and learning and has a negative impact on the progress that they make.

Children are familiar with the learning environment and the routines. They learn to follow staff's instructions and behave in a way that is expected of them. Staff working with the youngest children demonstrate greater awareness of how children develop and use effective and age-appropriate practice to support children's communication skills.

Overall, children have good relationships with the staff and older children freely approach the manager to ask for help. However, practice is inconsistent as not all staff use warm and positive interactions with children. They often move children on to different tasks with no explanation or warning.

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

Although the manager has tried to address the previous actions and has taken some steps to meet these, this has not shown the desired impact. Staff's practice is still weak. They are unable to provide children with age-appropriate learning experiences or guide children's learning when they choose their own play.

The manager lacks understanding of how to effectively evaluate the provision.The manager has put supervision procedures in place since the last inspection. However, these are ineffective and do not help staff to improve their performance.

Staff's practice is not monitored adequately to help identify individual training needs. Nevertheless, the staff team work well together and staff have a good working relationship with the manager.Staff, including the manager, do not always follow safeguarding practices, policies and procedures.

For instance, the designated safeguarding lead does not have the knowledge needed to ensure that any safeguarding concerns are dealt with in an appropriate and timely manner. This had led to a lapse in making a swift child protection referral and compromises children's welfare and safety.The manager has a limited understanding of the learning and development requirements.

While they say they have high expectations for children, they do not consider children's interests and abilities when planning the curriculum. For example, staff expect two-year-old children to read the names of the months and three-year-olds are expected to understand different types of clouds as staff ask them to recite the names stratus, cumulus and cirrus. Children struggle to remember the words.

They show little interest and are disengaged during activities. Children do not always display positive attitudes to learning.Children have daily opportunities to play outside.

They are able to develop their physical skills when climbing, riding their bikes or using big building blocks. This supports their well-being. Children are encouraged to use good hygiene skills, such as washing their hands before meals.

However, due to the weaknesses in identifying staff's development needs and helping them to implement procedures consistently, some children do not receive the support they need in these areas.Older children's communication skills are not consistently supported and extended. Staff mainly engage with children during adult-led activities.

They talk to children and ask them to recite the words they have learned. Older children have little opportunity to share ideas, have conversations or hold discussions with staff or their peers. However, staff working with the youngest children support children's communication well during play.

They repeat the words babies say and put them into context. For example, when children say 'high', staff respond by saying 'it is high as it is on top of the mountain'.Parents are happy overall with the provision.

They comment that their children are happy and make some progress. However, they also mention that the communication about learning and development between themselves and the staff could be improved. Nevertheless, staff do work hard to build positive relationships with parents, which helps children to transition well between home and nursery.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all staff, including those with lead responsibility for safeguarding, have secure knowledge and understanding of the safeguarding policies and procedures, especially if there is an allegation made 05/08/2024 implement effective procedures to evaluate and monitor all staff's practice to identify and address any weaknesses in the quality of education for children, to ensure children receive good learning experiences 05/08/2024 ensure that all staff use warm and positive interactions to support children's understanding of what is expected of them 05/08/2024 ensure that staff consider the individual needs and interests of all children and adjust their practice appropriately when implementing the intended curriculum so that children make the progress they are capable of.

05/08/2024