Copthorne Kinders Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children receive a warm welcome upon their arrival at the nursery and staff support them to settle promptly. This enables them to be ready for their day and to engage quickly in their chosen play and learning. Children have many experiences and learn new skills.

For example, they use child-safe knives to cut a pumpkin and explore the seeds and membrane inside. They learn about their own safety through discussions and how they can plant the seeds to grow more pumpkins. This helps children to learn about where food comes from.

Children have a clear understanding of managing their behaviour and the use of good manners. Ch...ildren receive gentle reminders about how to manage their emotions and feelings. They build close and trusting bonds with staff, who readily give children reassurance.

This enables them to feel safe and secure in the care of the kind and caring staff team. Children's physical development is good. Older children use pens with great skill and demonstrate this as they use stencils to create pictures.

Toddlers model dough into shapes, use tools to roll it flat and press cutters into the dough. Babies delight in pressing buttons on the toys and receiving the reward of the flashing lights and musical tune. They giggle and enjoy looking at the lights and gain an understanding of technology and how things work.

Leaders plan the curriculum based on children's interests and what they need to learn next. The team implements changes to the environment to meet the ever-changing needs of all children. This enables staff to focus more successfully on the specific care and learning of children in their age groups.

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

Leaders are a highly effective and reflective team. They are fully supportive of the staff, working with them to target aspects for improvement that will improve the outcomes for children. Staff receive the support to develop their professionalism and to continually update their knowledge.

Staff have a secure understanding of children in their key group and what they need to learn next. However, staff are not confident in their knowledge of other children's learning and development needs. This means that staff are not always able to make the best use of their interactions with children.

This does not extend and challenge children's learning further.Staff enable children to develop a keen interest in stories and reading from a very young age. For example, babies enjoy the closeness of sitting with staff and looking at a book.

They respond well to the interactive parts of the book, learning about the differing textures on the pages and lifting the flaps to find the insects hiding under the leaves.Staff gain a wealth of information from parents to enable them to understand children's individual needs and family backgrounds. However, staff do not always consider how they can make sure that children see themselves represented in the setting from the outset.

This does not fully support their sense of belonging and children's understanding of embracing similarities and differences.Staff provide effective support for children to extend their communication and language development. Staff ask well-targeted questions to challenge children's learning and build upon their speaking skills.

Children engage readily in singing and music sessions. Children recall their favourite songs and staff happily incorporate these into the session. This helps children to understand that staff value their opinions and enables children to develop their awareness of respect for the views of others.

There are clear and effective partnerships with parents. They comment about their children's good levels of development in their communication and language skills. Parents report about the high levels of support their families receive in the care and education of children with special educational needs and/or disabilities.

This successful communication with parents enables consistency in children's learning and development.Children learn about assessing risks and the possible outcome scenarios through clear directions from staff. For example, staff talk with them about what might happen if they climb on the furniture.

Staff give children the time to think through their actions and help them to decide that this would not be a safe choice. They then discuss where it would be safe to climb.Staff talk with children about healthy lifestyles.

For example, they discuss how milk is good for the development of bones. Staff extend this to explore with children about other foods that are made from milk and where milk comes from. This supports children's awareness of the world and the importance of healthy options.

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: build on all staff's awareness of what children need to learn next to enhance the effectiveness of their interactions with children nembrace children's home cultures and heritages further to support their awareness of similarities and differences and sense of belonging.

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