Clarendon Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The highly qualified manager and staff have a good knowledge of the seven areas of learning. They implement the Montessori approach well. They have high expectations of children.

They support children well to acquire the skills they need for future success. The manager ensures that staff receive frequent guidance and coaching. However, teaching is not consistently of the highest quality.

Staff do not use some opportunities to challenge and extend children's learning during activities. Children develop close bonds with staff and strong relationships with their friends. They show that they feel happy and safe.

F...or example, children are confident in new social situations. They share their views with visitors. Older children state that they enjoy drawing and playing.

All children behave well and use good manners. For example, children say 'please' and 'thank you' at appropriate times throughout the day.Parents become fully involved in children's education.

For example, staff invite parents to join in forest school activities on 'Mud Sunday'. Parents help their children to make 'magic wands', using natural resources. Staff encourage children to wave their wands to pretend to perform magic.

Staff add 'magical ingredients' to a small fire. Children show awe and wonderment as flames change colour.Since the previous inspection, the manager and staff have worked very hard to improve the quality of the provision.

The nappy changing room has been refurbished and made safe. Staff follow rigorous hygiene routines, which promotes children's good health and welfare effectively.

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

The manager values the opinions of parents and staff.

She encourages them to share ideas to constantly develop the nursery further. For instance, staff support younger children to build on their self-care skills. Younger children pour their own drinks and wash the cups afterwards.

Children use tissues found at designated 'nose-blowing stations' to blow their noses. They know to wash their hands afterwards. Children follow hygiene routines well and are developing a good understanding of being healthy.

All children, including the youngest, are independent and can easily make choices about their play. Staff support them well to take on age-appropriate responsibilities. For instance, older children sweep the floor, younger children wipe the tables clean, and babies help to lay the table.

Staff observe and assess children's learning regularly. They work well in partnerships with parents and other professionals. Staff provide swift and targeted support when children need extra help.

For example, they provide one-to-one support and small-group activities. Staff use this time to help children to build their vocabulary and develop their speaking skills further. Children, including those who speak English as an additional language and those in receipt of funded early education, make good progress in their learning.

All children engage in interesting activities that help them to achieve a good level of development. For example, babies learn about different textures, including 'rough' and 'smooth'. This helps them to build on their sensory skills effectively.

Older children learn about how their body works. They practise looking for a pulse, saying, 'The heart pumps a lot of blood.' Younger children enjoy helping to build a bug house.

They learn about insects and develop an understanding of the natural world. Overall, children are keen to join in activities. However, occasionally, staff do not use some opportunities during activities to extend and challenge children's learning to the highest levels.

This does not fully support children to make exceptional progress.Staff provide plenty of opportunities for children to practise their good physical skills. For example, children stomp around the large nursery garden as they hunt for bears.

They re-enact a favourite story and enjoy playing imaginatively. Staff take children on walks to visit the local community to help to broaden their experiences. For example, they take them to the library and park.

Children enjoy bus and train rides to the city centre. They buy drinks from the café and develop an understanding of using money. These experiences help children to develop an understanding of the wider world.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of the possible signs of abuse and neglect. They fully understand the procedures to follow should they have any concerns about a child's welfare.

The manager and staff regularly update their child protection knowledge through training. The manager regularly tests staff's safeguarding knowledge. For instance, she asks on-the-spot questions to help staff to keep their understanding of safeguarding procedures up to date.

Staff carry out thorough risk assessments to ensure that the premises are clean and safe. For example, they complete a detailed daily cleaning rota to ensure children's safety.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance the already good teaching so that staff consistently challenge and extend children's learning to the highest levels.