Cybertots @ Copley Close

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff share close bonds with the children and help them feel secure. For example, they closely follow babies' routines and care needs. Babies approach their key person for cuddles and reassurance and staff respond affectionately.

Staff find out about children's unique interests and needs from the outset. Children are very happy and settled in this friendly and very caring environment.Managers and staff are ambitious for all children and support them well.

All children, including those with special educational needs and/or disabilities, make good progress. The well-designed curriculum supports all children's learning. C...hildren engage well and quickly become absorbed in the stimulating activities on offer.

For example, pre-school children thoroughly enjoy using large bricks to construct houses. They develop their mathematical skills as they measure and talk about size and shape. Babies thoroughly enjoy sensory play.

They squeal with delight as they splash their hands in water and make bubbles.Staff have high expectations for all children and manage their behaviour effectively in an age-appropriate way. For example, following recent training, staff help children to understand their feelings and emotions.

This helps children learn how to respond appropriately. Children learn to share, be kind and use good manners from an early age. Staff are good role models.

They are polite and regularly praise children; this helps children develop self-esteem and respect for others.

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

Children make good progress. Staff know children well and meet their needs effectively.

Staff observe children and plan carefully for each child's needs to ensure no child is left behind. Staff provide focused activities for any child they identify as requiring additional support. Managers work with parents and make referrals for specialist support when required.

This helps narrow any possible gaps in children's learning. Overall, the curriculum meets children's needs well; however, occasionally, group activities are not organised as well as possible to ensure all children can easily join in.Children's communication and language skills are supported well.

Babies and young children have fun as they join in with action songs and familiar rhymes. Children are encouraged to ask questions and express their ideas during circle time. Staff listen carefully to children and give them time to speak.

This helps them develop confidence in speaking and develop skills for the next stage, including their eventual move to school.Children have frequent opportunities to develop their independence and self-care skills. At mealtimes and snack times, children serve themselves.

Babies grasp their beakers and spoons as they learn to self-feed. Children learn to manage their personal care needs in preparation for the next stage, including school. Children are happy and confident as staff encourage them to try to do things themselves and offer reassurance as they build on these skills.

Children are motivated to learn.Partnerships with parents and carers are strong. Staff keep parents well informed about their children's learning and make suggestions on ways to extend their learning at home.

Daily discussions, parent meetings and electronic communication help ensure good information-sharing. Managers value parents' feedback and provide surveys to seek their suggestions and views. Parents speak highly of the caring and supportive staff.

They say their children are progressing well in the nursery.Children benefit from physical play. Babies strengthen their muscles as they develop skills in walking.

They have fun as they grasp and explore objects in baskets. Children ride on wheeled toys and have fun as they manage tools and dig in the mud kitchen. Children enjoy a variety of nutritious foods, cooked on the premises.

They follow hygiene practices such as handwashing and brushing their teeth. However, staff do not always make the most of these opportunities to help children to learn about what keeps their bodies and teeth healthy.As part of ongoing evaluation, managers implement appropriate procedures to minimise risks to children.

For example, regular risk assessments are completed to ensure the premises are secure and children remain safe.The professional and dedicated managers show a commitment to making ongoing improvements. Regular supervision, training and meetings help ensure staff understand their roles and responsibilities and develop their practice.

For example, staff working with babies have completed specialist baby training and use the knowledge gained to extend opportunities for babies to develop confidence by doing things for themselves. All staff complete safeguarding and paediatric first-aid training. Staff say they really like working in the nursery and are supported well in their role.

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: review the organisation of group activities, particularly for the youngest children, to ensure all children can fully engage in activities nenhance support to promote children's understanding about healthy lifestyles, to help extend their knowledge even further.