Children’s House Southwell

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Babies showcase their first steps as they toddle over to the staff, who are ready to greet them with open arms and wide smiles. They confidently wave goodbye to their adult through the window.

Toddlers show great independence as they take off their shoes and put them into the shoe box. Children in pre-school show that they have a sense of belonging as they go to their peg to hang up their coats and bags. They fill up their water bottle, deciding whether to have orange or lemon flavoured water.

Children demonstrate that they feel secure and at home in this well-established nursery.Children show a love of reading through...out the nursery. Babies help to turn pages in books and explore textures under the flaps on the page.

Staff working in pre-school are animated as they read stories. Older children are very articulate and use new vocabulary as they play, for example, they say 'I can slither on the grass.' They compare the meaning of the words 'pear' and 'pair'.

Children confidently ask questions and demonstrate some good listening and attention skills during story time and when playing board games. They follow instructions and remind each other of the rules, to help keep them safe. Children make good progress in this small and friendly nursery and are ready for school when the time comes.

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

Staff support babies to develop their growing physical skills. For example, they are encouraged to stretch and reach for toys, to build on their core muscles. Pre-school children take part in forest school sessions where they balance on logs, build dens and climb on different structures.

This allows them to manage risk and solve problems. However, toddlers' physical skills are not as well considered when playing outside. Toddlers access trikes that are too big for them and they are not able to push themselves along or use the pedals.

This does not appropriately challenge their physical skills.The manager and staff pride themselves on providing a homely environment, where children feel relaxed. Parents speak highly of all aspects of the nursery.

They receive regular updates about their children's day and development. Staff share learning ideas with parents to help them support their children's learning at home. In addition, parents contribute information about their children's achievements at home.

This helps staff to plan challenging activities for children to progress even further. Parents comment that they feel part of a 'large family'.Staff are enthusiastic and work well together as part of a friendly and motivated team.

They comment that they feel valued and supported by the manager. There is an effective programme of supervisions and appraisals for all staff to manage their performance and support their well-being. Qualified and experienced staff mentor those who are currently working towards recognised early years qualifications.

This helps them to identify best practice and enhance their knowledge and skills. Staff are positive role models and children behave well.Children enjoy a well-thought-out curriculum.

Staff plan and provide a wide range of activities and experiences that build on what children already know and what they can do. However, during transition times, such as mealtimes and getting ready to go outside, staff deployment is not organised consistently well. This means that there are occasions when children are not involved in purposeful play, as they are spending time waiting.

The special educational needs and/or disability coordinator has a good overview of how children with special educational needs and/or disabilities are developing. Through the assessment process and good communication with staff, she is able to identify children who may require additional support. Referrals to additional services are completed in a timely manner.

This ensures support from other agencies is swiftly implemented to help children to make good progress in their learning.Staff provide opportunities for children to explore and investigate freely. Babies show curiosity as they explore sounds with musical instruments.

Toddlers investigate paint and use their fingers to make marks on paper. Pre-school children are intrigued as they mix mud with water as they pretend to make 'legendary' pies for their friends. Staff support children's creativity and they have wonderful imaginations as a result.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of safeguarding and the procedures to report any concerns they may have about children in their care. The manager checks staff understanding through regular questioning.

Staff complete regular training to ensure their child protection knowledge remains up to date. They can clearly explain safeguarding issues, such as witchcraft and female genital mutilation. Staff know where to find the information they need to make a referral to outside agencies.

All staff's ongoing suitability to work with children is regularly reviewed and checked. Most staff hold first-aid qualifications, they are deployed effectively to meet the needs of children and ensure their safety.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure staff implement appropriate activities to support toddlers to develop their physical skills norganise daily routines, such as snack and mealtimes, to ensure that children are engaged in purposeful play at these times.