Dinky Dizzys

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The provider does not ensure that the curriculum is effectively implemented.

Some activities are not planned well enough to support children's learning. The provider has not addressed the weaknesses in teaching. This means staff do not consistently support children in their development through high-quality learning activities and effective teaching.

Staff often ask questions that require a limited answer and do not challenge children's thinking. For example, they often ask children, 'What colour is it?' This does not help children to develop their critical thinking.The provider does not ensure that staff robustly complete... the progress check at age two.

Information about children's learning and development is not consistently shared with parents. This means parents are not always well informed about their child's next steps. The key-person system is not fully effective in ensuring that staff support the most vulnerable children when their key person is not present.

Staff are not able to support children as well as they could in their absence. This means some children may not make the progress of which they are capable.That said, staff form warm, positive relationships with children, who are happy to see their key person and confidently separate from their parent or carer.

They go to staff when they need support. Children snuggle with their key person as they look at a book together. Staff meet the care needs of children well.

They ask children if they can change their nappy or help to blow their nose. Children demonstrate they feel safe and secure in their care. Staff support children to take turns as they play a game.

Children enjoy playing together. Their behaviour is good.

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

The provider has considered what they want children to learn while at the nursery.

However, this is not fully implemented in practice. Staff do not plan high-quality learning activities for children to engage with. They are not always clear on what they want children to learn from some of the activities they provide.

This means children do not consistently benefit from activities that should meet their learning and development needs.The quality of teaching is not yet consistently good. The provider does not support staff effectively to develop their teaching skills.

As a result, there are inconsistencies in the quality of teaching. For example, story time has too many distractions, and staff talk over the member of staff reading the story. They ask questions as they serve snack while children are trying to listen to the story.

This does not support children's listening skills.Children develop good physical skills. The provider ensures that physical development is a priority.

They have accessed training and developed the provision for children to develop their physical skills. Staff have developed their knowledge and understanding of the importance of children developing their core strength. They provide opportunities for children to develop their small and large muscles.

Staff plan movement sessions in the routines of the day. As a result, children are confident movers.Children with special educational needs and/or disabilities (SEND) have suitable plans in place to support their developing needs.

Staff plan clear targets and share these with parents. The provider attends meetings with outside agencies to ensure that children's individual needs are met. Additional funding is used effectively to offer children additional support.

Children with SEND make good progress.Staff complete the progress check at year two. However, the process is not robust enough.

For example, staff do not consistently share the information with parents. They do not always record the date when the check is completed or ask parents to contribute their views. This means some parents are not as well informed about their child's learning and development as they could be.

Children enjoy looking at books independently. Staff provide a range of books to suit children's ages and stages of development. Younger children enjoy looking at board books and read aloud to themselves.

They take delight in feeling the different textures in a touch and feel book. Children take their favourite books to an adult to share with them. They begin to develop a love of books and stories.

Staff know their key children well. However, when a child's key person is not present in the nursery, there are no systems in place to support these children. Staff are not as clear on how to support their individual needs or next steps.

This means children sometimes do not engage in the activities as much as they could if their key person was there to support them.Staff build positive relationships with parents and carers. They share daily updates with parents regarding care routines.

However, staff do not consistently share information about children's learning and development or their next steps. This does not help parents to extend their child's learning at home.

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 meet the requirements of the early years foundation stage, the provider must: Due date ensure that all staff receive support, training and coaching opportunities to help raise the quality of teaching to at least a good level and help them understand how to implement the curriculum.21/02/2025 To further improve the quality of the early years provision, the provider should: nensure that the progress check at year two is consistently shared with parents and that it is clearly recorded when the check is completed develop the key-person system to ensure that staff continue to support children's learning and development when their primary key person is not available further develop the partnership with parents so that staff consistently share how children are progressing in their learning and development and how parents can support their child's learning at home.