Club 0-5 limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders and staff have made successful changes to improve children's experiences at the nursery relating to their safety and early education.

Staff engage children well in their learning through their positive interactions and use of children's interests to inform their planning. Children are well motivated to play and learn. For example, children under two respond to songs in their own way, such as clapping their hands or playing musical instruments.

The curriculum is sequenced to help children build on their knowledge and skills, for example to support their independence at mealtimes and build their physical skills. ...There is a strong focus on helping the babies to build their leg strength for walking and climbing in and out of equipment. Staff help pre-school children to develop their counting skills and gain greater control of their small-muscle movements in their hands.

All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.Staff have high expectations for children's behaviour. They use effective strategies that help children to learn how to manage their feelings, such as sharing and waiting for what they want.

Children behave well and show respect to their friends and staff. They have close bonds with staff and enjoy spending time with them.

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

The provider has prioritised staff training to ensure that staff at all levels understand their roles and responsibilities to keep children safe and act swiftly if they have any concerns.

Leaders have made effective changes to policies relating to recruitment, suitability and maintaining essential documentation.Leaders have worked closely with the local authority to evaluate their practices and provide staff with training to improve their teaching skills. They have placed a strong focus on improving staff interactions with children and planning.

The manager closely monitors staff practice. She has placed greater emphasis on talking with staff about children's progress and how this informs their teaching.Overall, staff plan well for children's learning.

They use their observations of children's achievements to identify what they need to learn next. In the absence of a child's key person, other staff in the room know children well and can provide continuity for their learning.Leaders promote equality of opportunities for each child, including children with SEND.

They liaise with the local authority special educational needs and disabilities coordinator to ensure that children receive the support they need.Staff are deployed well, and overall, they provide children with a variety of motivating learning experiences. The pre-school room reflects the seven areas of learning well and engages children.

Babies and toddlers access age-appropriate resources that encourage them to make new discoveries. Staff in the 'wobblers' room change the resources frequently during the day. However, they do not plan the indoor and outdoor learning environments to help children make progress in a wide range of learning areas.

Staff provide children with good language models that reflect the stage of development of the children. This includes sharing books and singing songs. However, staff do not identify precisely what individual children need to learn during their early stages of language acquisition to make accelerated progress.

This includes children who speak English as an additional language.Staff help children to understand about people in the wider community and the different ways that they celebrate. They help pre-school children to understand about the needs of others.

Children benefit from opportunities to develop their social skills and sense of belonging. Staff help children in the 'wobblers' room to make connections with the other children, such as learning their names. They plan activities that encourage turn-taking.

Toddlers show an interest in what other children are doing and choose to sit next to them to play. Pre-school children play collaboratively. Staff help them to manage any conflict that arises.

Staff follow good hygiene routines and promote children's health well. They encourage children to regularly drink water and provide them with daily physical activity. Children enjoy the nutritiously balanced meals and snacks.

Staff are attentive to children's needs. This includes managing nappy changing and sleep routines. Staff supervise children at mealtimes and complete regular checks on them while they are sleeping.

Parent partnerships are positive, and staff take time to get to know children's families. Parents appreciate the return to the electronic communication methods in addition to the regular discussions they have with staff about their children. Leaders are in the process of welcoming parents back into the setting to attend stay-and-play sessions.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: plan the learning environment for children in the 'wobblers' room so this fully reflects the ambitious curriculum in a wider range of learning areas nextend staff knowledge of how they can support children's early language development to provide targeted support for each child.