Cliffe House Nursery Too

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Older children enthusiastically explore their environment, indoors and outdoors. They show positive attitudes towards their learning by actively taking part in activities that follow their interests. For example, older children say 'This is fun' as they relish a game to count the blocks in the dish.

They have little time to count as staff cover the dish quickly. Children recognise numbers to five and link blocks to match the number well. Interesting activities capture the children's imaginations and encourage creativity.

Children make play dough pigs, adding buttons which they count for eyes and string for tails and le...gs. Staff skilfully introduce new vocabulary and give explanations, for example, using words such as 'trotters' and 'snout'. Children show pleasure as they sing songs of their choice on the stage.

Children gain many of the skills which they need for their next stages of learning.Children quickly settle. They are greeted by friendly staff, who know them well.

Children behave well. Staff remind older children to sit and listen during group activities and stories. Younger children are safe because staff are vigilant in their supervision during play.

Staff ensure children use sun hats and drink plenty of water in the heat.

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

Staff use children's interests to plan a varied curriculum, both inside and outside, to enhance children's learning. Nevertheless, sometimes, staff focus too much on the routines of the day, rather than younger children's individual needs.

For example, when younger children are clearly tired and in need of sleep they are not always supported quickly enough. This means younger children's individual needs are not consistently tailored for.Circle time is not as effective as some other activities for the younger children.

For example, a story is read at the table and rhymes are sung by the staff. However, opportunities for younger children to hear and copy single words are not always maximised. This does fully support them to make the best possible progress in their communication and language skills and build up their vocabulary.

Older children develop a love of stories. For example, they act out the story about a golden egg in their play. Staff are skilled at capturing children's interest in a story.

Staff hesitate at the end of a sentence, and this inspires children to finish it. Older children demonstrate good communication skills.Children eagerly play in the stimulating outdoor area.

Younger children enjoy the sand and water play. Older children enjoy a game of tin can alley, knocking down cans using a ball. They carefully balance the cans up and count dots on the cans.

This promotes children's physical and mathematical skills.Children develop good independence skills. Older children make choices about when they want to go outside to play.

They put on their own shoes and clear away their plates after lunch. Younger children are supported to pour their own drinks for snack and select their fruit slices using spoons.Children begin to take turns, with support.

For example, staff encourage older children to take turns during games. Staff encourage younger children to use 'kind hands' and distract children. For example, staff help children to find another spade to use in the water play.

This helps children to develop good attitudes.Overall, children, including those with special educational needs and/or disabilities, are well supported. Staff ensure that children make good progress.

They work well with other professionals to ensure that all children get the additional support they need. They use early years pupil premium funding carefully. For example, for staff to develop small group activities for children.

Parents and grandparents report that staff are supportive and appreciate the guidance they give. During the COVID-19 pandemic, staff shared resources and books. Staff invite parents to share pictures and observations about what children have been doing at home.

This promotes a two-way flow of communication and supports continuity in children's learning.The manager values the staff and considers their well-being. The manager supports staff with regular appraisals, supervision sessions and training.

Staff give high praise for the manager and as a team reflect on the quality of the provision regularly.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of the different types of abuse, including how children can be exposed to extreme views.

They are aware of who to report concerns to about children and staff, and know to record these. The manager gives staff regular opportunities to refresh their safeguarding knowledge by offering training and discussing topics during staff meetings. The manager follows a safer recruitment policy, making sure staff are suitable to work with children.

Staff have a good awareness of how to keep children safe while in their care. For example, staff that work with the younger children know to fully record any incidents and report these on to children's parents.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nadapt and review routines for the younger children, taking into consideration their age ranges and abilities, to plan accurately tailored support that supports their progress nimprove further the teaching methods used to help the youngest children to make rapid progress in their communication and language development.

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