Early Birds - Carter Lane Neighbourhood Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children's friendships blossom at this nursery. Older children show incredible imagination in their play.

They run around the playground with their friends, engrossed in pretend play. 'I've turned you into a frog' they exclaim while pointing to their imaginary magic wands and giggling with their friends. Children speak with confidence when talking to visitors and invite them to join in with their games.

Children show that they feel happy and safe. They understand the nursery's golden rules and respect the boundaries set by staff. Staff skilfully arrange the learning environment to capture the children's interest.
<...br/>Children are intrigued by a set of old-fashioned weighing scales. They pick up weights and say they look like little trophies. Staff encourage children to compare weights and discuss which ones are lighter or heavier.

Children place the weights on the scales and investigate how to make the scales balance. Staff provide a wide range of resources which promote diversity. Children have access to toys, puzzles and books which represent diverse cultures and disabilities.

Staff use these to start conversations about differences and similarities between people. They ensure that the nursery is an inclusive environment.

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

Managers are reflective and committed to continually improving the nursery.

They carry out regular supervision to develop staff practice and improve outcomes for children. Managers foster a positive environment in which they praise and celebrate staff achievements, for example, through the 'Staff of the Month' awards. Staff report high levels of satisfaction, and there is a very low staff turnover at the nursery.

Overall, staff interact with children well. Pre-school children work as a team to shake a parachute 'really fast' and 'really slowly' to make a ball resting on the parachute move around. They listen to instructions and join in eagerly.

Staff are enthusiastic and make the activity exciting and fun. However, at times, staff could do more to capture children's attention during group activities, as some children are not consistently encouraged to participate and engage.The special educational needs coordinator works closely with children, parents, staff and other professionals to ensure that children with special educational needs and/or disabilities (SEND) can make the best possible progress.

Staff are quick to identify children's specific needs and create action plans. They provide a learning environment that meets children's needs. Outcomes for children with SEND are good.

Staff foster children's love of stories and singing and support the development of their communication and language skills well. Children sing and read stories throughout the day. In the baby room, staff sing songs and nursery rhymes with enthusiasm.

Babies laugh, dance and join in with words and actions. Older children pretend to be the teacher as they sing 'Incy Wincy Spider' to their friends. They flick through a book of nursery rhymes together and talk about the characters and songs they like.

Children learn how to grow vegetables from seeds. Staff check they have remembered previous learning by asking them what plants need to grow. Children call out that they need water, and staff remind them that plants need sunlight too.

Children say they would like to grow cauliflower and corn. Staff talk to children about why vegetables are good for our bodies. Children are supported to develop an understanding of the benefits of healthy eating.

As part of the nursery's induction programme, staff find out what children enjoy and what they have already experienced. Staff plan a range of activities to build on and consolidate children's previous experiences. They recognise children may not experience messy activities at home.

Staff include activities such as baking and gardening into their curriculum and teach children real-life skills.Partnerships with parents are strong. Managers plan a range of events to engage with parents, including monthly stay-and-play sessions and parent workshops.

Parents know what their children are learning at the nursery and feel comfortable talking to staff. Parents say staff put the children first and go above and beyond expectations.

Safeguarding

The arrangements for safeguarding are effective.

Managers instil a culture of effective safeguarding. They ensure that all staff have relevant, secure and up-to-date safeguarding knowledge. Managers train staff throughout the year and hold refresher sessions and quizzes to test staff knowledge.

Staff have a clear understanding of local safeguarding concerns, including female genital mutilation and county lines. They understand their responsibility to record and report safeguarding concerns relating to children and adults. Staff carry out thorough risk assessments.

They are diligent in monitoring and identifying potential hazards and keeping the learning environment safe. Staff complete safer sleep training and monitor sleeping children closely.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: Improve staff skills in leading group activities to ensure that all children remain fully engaged and interested in learning.