Clifton-Upon-Teme Nursery Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy on arrival at the setting and are keen to get involved in the experiences on offer to them. Children are thrilled to see their friends and members of staff.

They show that they feel safe and secure as they separate successfully from their parents. Children experience a warm sense of belonging and connection at the setting as they are welcomed into the room by their peers. Children's individual learning styles and preferences are recognised by staff, who have high expectations for all children.

Children benefit greatly from outdoor play. Their natural curiosity is nurtured and extended through access ...to stimulating resources, and involvement in interesting experiences. Children demonstrate an eagerness to spend time outdoors.

Staff ably support them to explore the natural environment. For example, young children excitedly hide 'bugs' around the icy garden for their friends to find. Children are extremely knowledgeable about the names of bugs and delight in finding them around the environment.

Children are very sociable and are keen to talk to visitors. As children play outdoors, they confidently explain why they cannot use the large equipment. They comment that the slide and climbing frame are slippery and too dangerous to use in the snowy weather.

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

Leaders have developed a well-constructed and ambitious curriculum. This informs a clear vision for children's learning. As a result of this, children have access to a well-defined learning environment and a range of interesting resources.

Staff observe children carefully and use this information well to further extend their development.Staff feel extremely well supported by leaders. Staff are given time to complete training and appreciate the consideration that leaders and the manager give to coaching and mentoring.

Professional development opportunities focus on what will impact practice the most. For example, staff have recently introduced more 'loose parts' into the environment. This has supported children to make more informed choices about their play.

Children develop the small muscles and strength in their hands by engaging in manipulative play. For example, older children pinch, squeeze and mould clay to make it malleable enough to form candle holders. Younger children choose to make insects with play dough.

They confidently roll and squash the dough using their hands.Children's communication and language are extremely well supported. Staff are strong role models.

They understand how to enable children to acquire and use new vocabulary. Staff are enthusiastic in their interactions with children. As a result of this, children engage with them very positively.

Staff use visual cues to support children with what is happening now and next. For the most part, routines help children feel secure and well cared for. However, on occasion, staff do not always ensure that transitions between activities fully meet children's needs.

For example, as children line up, they wait for a prolonged period until they are able to go outdoors. This means that, sometimes, children do not always demonstrate high levels of focus and attention.Children have opportunities to develop their physical skills through a range of engaging experiences.

Staff skilfully support children's gross motor skills through balancing, climbing and running. Children enjoy crawling through tunnels and creatively making marks on a large scale.Staff are ably supported by the setting's special educational needs coordinator (SENCo) to swiftly identify when a child may need additional help.

Staff work cooperatively with professionals, such as speech and language therapists. As a result of successful partnership working, all children, including children with special educational needs and/or disabilities (SEND) develop detailed knowledge and skills across the seven areas of learning.Staff provide clear and consistent messages to support children's behaviour.

They gently remind them of the setting's rules. Children are keen to make the right choices and respond promptly and appropriately to staff. They hear their names used positively across the setting as staff notice and celebrate children's efforts and achievements.

Staff engage well with parents in order to involve them in their child's learning. Parents comment positively about the warm and nurturing relationships that develop between staff and their children. They discuss that they are particularly pleased with the progress their children make in their speech and language development.

Safeguarding

The arrangements for safeguarding are effective.Staff attend a wide range of training related to safeguarding and child protection. As a result of this, they are confident in their knowledge of potential signs and symptoms that could indicate a child may be at risk of harm.

Staff understand their role in keeping children safe. Leaders support staff to effectively record and report any concerns they may have. Those with designated responsibility for safeguarding have a clear understanding of the local arrangements.

Staff appropriately support children through their play to develop an awareness of risk, and encourage them to keep themselves safe. For example, children are clear about the rules during forest school activities when they gather around the fire.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: further review the routine to ensure that transitions are prompt and smooth, in order to maintain high levels of focus and engagement for all children.

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