Chipmunks Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children readily leave their parents at the door and enter the nursery confidently and happily.

They are excited to see their friends and eager to start their day. Older children invite staff to join in with their play. Younger children go to staff for reassuring cuddles when they are unsettled or tired.

This shows that children feel secure and safe. Children immerse themselves in activities of their choice. Older children use their imagination well, as they involve themselves in role play.

They pretend to be hairdressers in a salon and re-enact familiar experiences, such as brushing and adding clips to their ...friends' hair. Children practise their early writing skills on the 'appointment' sheet. Toddlers develop their fine-motor skills, as they roll and mould play dough, making 'faces'.

Babies relish sensory activities and learn new vocabulary. For instance, they delight in using their hands to splash water on to toy ducks, and say 'quack'. Staff support children well to recognise, understand and regulate their emotions.

Children know the daily routines and what is expected of them. They learn to share resources with others during activities. Children behave well and are kind to their friends.

Staff give children plenty of praise for their efforts. This supports children's emotional well-being effectively.

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

The manager seeks the views of staff, children and parents to help inform areas for change.

She carries out supervisions with staff and checks in on their well-being regularly. Staff use resources, such as online training and social media groups, to find ideas for new activities to enhance children's learning. For instance, staff improved the outdoor area to support children's imaginative and creative skills further.

Staff know children well. They understand what children already know and can do, and what they need to learn next. Children benefit from a rich and varied curriculum that builds on their interests.

However, at times, some activities become overcrowded. Children become distracted and do not focus on and engage in the intended learning fully.Children with special educational needs and/or disabilities receive good support to meet their needs.

Staff ensure that they share any concerns with parents about children's progress, and they work closely with external agencies. The manager uses additional funding effectively to benefit the children who receive it. For example, she purchases resources linked to children's interests and areas of development where there are gaps.

All children learn a broad range of skills to help them be ready to transition to the next room or on to school.Staff support children's language and communication successfully. They talk to children during activities, sing songs and read stories.

Older children are confident communicators, and they engage in meaningful conversations with staff. Babies babble as staff play and interact with them. Toddlers talk about the pictures in books.

Staff skilfully weave the teaching of mathematics into everyday activities. They help children to recognise and count numbers in different contexts. Children confidently recognise the names of 2D shapes.

Children follow good hygiene procedures. They understand the importance of washing their hands before eating. Staff serve healthy and nutritious meals which meet individual needs and requirements.

Children are becoming increasingly independent. They find their own water bottles, feed themselves and manage their self-care needs well.Staff provide opportunities for children to develop healthy lifestyles.

After lunch, they create an environment that encourages rest. Children settle well for their afternoon naps. Staff make sure that children play outside every day so that they are physically active and get plenty of fresh air.

Children thoroughly enjoy kicking footballs to each other. Babies who are beginning to walk benefit from cruising around furniture.Parents speak warmly and positively about the care and education of their children in the nursery.

They value the information they receive about how their children are progressing, such as at parent evenings. However, staff have not considered more ways to share ideas for activities at home, to support older children's learning further.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have undertaken safeguarding training and are confident about the procedures to follow if they have concerns about a child's welfare. They can identify symptoms which may be indicators that a child could be at risk. The manager has a thorough recruitment process and monitors the ongoing suitability of staff.

This helps to ensure staff are safe to work with children. The premises are secure, and gates are kept locked. This prevents unknown people from entering.

Staff carry out risk assessments to identify any potential hazards. They supervise children closely and deploy themselves well to make sure children are supported effectively.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the organisation of small-group times to minimise distraction and enable all children to fully engage in the learning opportunities nextend the ways to share ideas for activities at home with parents, to support children's next steps of development further.