Creative Minds Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time at this hugely inclusive nursery, where there are high expectations for all children.

The environment is calm and interesting. In the pre-school room, children confidently access activities. For example, they build with blocks, listen to stories and explore mark making.

Staff use opportunities well to extend children's language as they happily chat during their play. Younger toddlers excitedly choose songs to sing and giggle as they join in with the actions.Children behave well and have good relationships with each other.

For example, they understand the needs of others, and, when rar...ely needed, staff offer gentle guidance to support them. Children use the newly developed garden area with delight. Staff are close by to provide effective support.

Children engage and explore a range of activities to benefit their physical skills, as well as all other areas of development. For example, babies move around freely to explore sensory activities, such as sand. Older children ride bikes, do puzzles and explore the pirate ship with interest.

As a result of the COVID-19 pandemic, the manager and staff continue to take measures to support everyone's safety. For example, children are dropped off at the garden entrance or the front door. The management team has closely monitored any impact of the pandemic.

Children's progress continues to be well assessed, and effective plans are put in place to ensure that there are no gaps in their development.

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

Children with special educational needs and/or disabilities (SEND) receive excellent support. Staff have a thorough knowledge of each child.

They take swift action to source additional funding and implement highly effective support plans. Staff work well with a range of other professionals. As a result, children with SEND make consistently good progress from their individual starting points.

However, some of the best practice used to support children with SEND with their communication and language is not consistently used with all children who would benefit.Staff have good relationships with parents. They observe children and keep parents up to date of their children's overall progress.

Parents report that they are happy with the nursery and their children enjoy their time with staff. Parents say that they know their children make good progress and are ready for their next stage of learning at school.The management team supports staff well.

Staff relish the opportunity to share good practice between the rooms and regularly observe each other's practice. Staff comment that they like the professional discussions this brings and helps them to consider new ways of working.Additional funding is used effectively to support children.

For example, staff developed the garden to benefit children who have limited access to outdoor space. Children excitedly challenge themselves on the new climbing equipment and quickly develop new skills. Consequently, children develop a good range of skills to support their overall development.

Children benefit from strong bonds with their key persons, who know their individual needs well. Staff carefully observe and make notes of children's interests and care preferences. For example, they make notes on the board in each room as reminders to themselves and others about any changes to children's routines.

This supports children to receive continuity in their care and learning.Overall, children show high levels of engagement in their play and learning. For example, the pre-school children explore the texture of foam with their hands with interest.

Younger toddlers engage in music and movement and explore different ways of moving. However, the learning support for babies is not as consistent. At times, the youngest children receive less engagement from staff to involve them in learning to extend their skills.

The management team has clear aims for the curriculum offered to children. Each room builds age-appropriate activities into the day, to aid children's development. In the older toddler room, in particular, children thrive.

Staff have worked hard to ensure that key times of the day are positive and enjoyable. For example, children enjoy active time in the morning and this best practice has been shared with other rooms in the nursery. During lunchtime, children are calm and receive excellent support to wash their hands and find their lunch with ease.

Safeguarding

The arrangements for safeguarding are effective.Staff have a secure knowledge of their role to safeguard children. They know what action to take if they have concerns about a child's welfare.

The safeguarding leads meet regularly to share updated child protection information. The manager has processes in place to ensure that she has confidence in staff's safeguarding knowledge. For example, she discusses new information at supervision meetings and explores safeguarding scenarios to help staff to assess potential risks to children.

Staff create a safe environment for children. For instance, they risk assess well and ensure that they are close by to offer children support and guidance.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance the interactions for babies to give them a greater level of support to further their learning and development.