Cherubins Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children form warm relationships with staff and each other in this inclusive nursery.

They show that they feel happy, safe and secure. Babies receive effective support from staff to separate from their parents or family members. They experience care routines that mirror those from home.

Those children who need extra help with their learning make steady progress from their starting points. Children learn about other cultures and communities, and staff support them to value their own. Some children can share their languages with staff from similar backgrounds.

Children receive support from staff to understand wh...at is expected of them. They show that they are eager to help complete tasks and generally behave well. Children understand the differing needs of their friends.

Children show their independence as they help to prepare lunch tables or scrape plates. They enjoy singing and moving their bodies as staff beat drums. Babies approach staff with books to read.

They enjoy lifting flaps and turning pages. Older children recognise numerals and understand that text can be written in different scripts. Children learn how to care for living things as they help to care for chickens.

They show physical agility as they confidently navigate steps or build towers using blocks.

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

Leaders work together effectively. They have addressed previously identified areas of concern and implement arrangements to monitor the quality of service.

Leaders strive to make continual improvements and involve parents in the process. For example, children and parents enjoy using the recently developed forest school area for learning and social events.Staff receive support to improve their knowledge and skills.

They understand how to implement an effective curriculum through sequenced learning opportunities. For example, staff encourage babies to grab and sort toys. Older children persist and receive praise for their attempts to use chopsticks.

These activities help to strengthen the small muscles in their hands in preparation for future writing.Leaders support staff to make accurate assessments of children's learning. These help staff to identify possible gaps in learning at an early stage.

Staff implement suggested strategies from external advisers and professionals and review progress with parents. Moves to school for children who have persistent gaps in learning are well planned.Staff manage children's behaviour appropriately.

They use consistent methods, visual aids and resources to help children to understand what is expected. For example, images that show how many friends are allowed on the climbing frame help children to learn how to use equipment safely and manage their own safety.Staff discuss the benefits of nutritious food as part of helping children to understand how to maintain good health.

Children confidently use their bodies and develop good physical skills as they play outdoors. They push wheelbarrows, bang pots, balance on stilts, and enjoy scooping and digging in the sandpit.Staff implement activities that take account of children's interests and what they should learn next.

Very occasionally, staff do not intervene and redirect children to alternatives if children lose focus or are not interested in adult-led activities. This hinders some children from making the most of learning opportunities.Children use resources that reflect their backgrounds and ethnicity.

Staff encourage children to appreciate and respect a range of cultures and communities. For example, children enjoy wearing traditional clothes and see characters in books who look like them. Opportunities are less well planned for some children who speak languages other than English to recognise, value and share the languages familiar to them.

Parents speak very highly of the staff team. They value the sensitive support, advice and regular information that they receive from leaders and staff. Parents enjoy attending cultural and fundraising events.

They appreciate the flexible and shared approach that staff promote, including for children's routines at home, toilet training and successful moves to school.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff update their safeguarding knowledge.

They understand how to recognise if a child is at risk of abuse or neglect. Leaders and staff know where to seek relevant advice. They are clear about how to respond to concerns about the suitability of a colleague.

Staff implement procedures to protect children's health needs effectively and involve children in risk assessments. Staff deal with accidents appropriately and share information with parents. Leaders follow safer recruitment guidance.

They follow procedures to assess the initial and ongoing suitability of staff. Leaders monitor procedures effectively to help ensure children's safety, such as regular reviews of accident records and operational plans, including for staff deployment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance teaching skills so that staff support children more consistently to develop their curiosity and engage in learning opportunities nexpand opportunities for children to recognise, value and share their home language.