Early Learners Nursery (Parr) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and content in this nursery. They arrive with beaming smiles.

The key-person system is effective. Children of all ages settle well. This is clearly demonstrated by the youngest children, who totter to their key person.

They lift their arms to be picked up, or crawl onto their knee to read a story. The nurturing staff are quick to respond to children, cuddling them and reading to them. Children demonstrate that they feel settled and safe.

Staff plan a regular routine, which includes child-initiated and adult-led activities. This helps children to anticipate what will happen next in their day.... For example, children know to tidy up after using toys and even young children learn that they wash their hands after using paints and messy play.

The curriculum is planned with careful consideration for children's enjoyment and learning. Staff demonstrate their knowledge of individual children's next steps as they support and encourage them during their play. For example, staff help children to name colours as they complete a craft activity.

Children are encouraged to talk about the shapes they are using. Learning is appropriate for each child's age and stage of development. Children, including those with special educational needs and/or disabilities (SEND), make good progress from their individual starting points.

Staff demonstrate kind and caring behaviour. They talk respectfully to children as they remind them to share and turn take. Children copy staff, and their behaviour is generally good.

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

Staff have accurately identified speech and language as a focus for the curriculum. Children benefit from hearing and repeating new words. This helps to increase their vocabulary.

However, not all staff have enough knowledge about effective strategies to support further and develop children's communication skills. As a result, not all children benefit from the same high-quality interactions to support their rapid progress in communication.The nursery has a well-planned outdoor area.

Staff note that some children learn best outdoors. Children are eager to experiment as they push the cars down a ramp. They push them so they go fast and then watch them roll more slowly.

Children explore nature as they listen for the sounds of birds. However, the organisation of outdoor learning opportunities means that some children have finished their session before children play outside. As a result, some children do not benefit from learning in their preferred environment.

Staff use their knowledge of child development to support children. For example, they support children's independence. Babies are given spoons as they start to feed themselves.

Toddlers are encouraged to self-serve food. By the time they are in the pre-school room, children pour their own drinks and use an open cup.Children become increasingly independent.

Staff talk to children about turn taking and sharing resources. Older children are enthusiastic as they sing a song about different feelings. They recall the 'golden rules' of the setting.

For example, children know they should use kind words and listening ears. They know what behaviour is expected and they generally respond well to adult requests.Staff develop strong relationships with parents.

They talk to parents to gather information about children's current abilities. Staff regularly discuss children's targets with parents and they work together on tasks, for example reducing the use of dummies to support children's language and communication. This partnership work helps children's learning to be continuous between nursery and home.

Children's physical development is supported. Babies are offered opportunities to develop their strength as they pull themselves to standing. They cruise around the carefully placed furniture.

As children become steady walkers staff encourage them to walk on uneven surfaces and use small steps. Older children develop their smaller muscles as they manipulate dough, use paintbrushes and build with small blocks. Children make good progress in their physical development.

Staff generally interact well with children throughout the day. For example, staff talk to children as they play. They demonstrate new skills to extend learning.

However, when staff are completing tasks, such as preparing lunch or preparing activities, older children sometimes wait too long without adult support. On these occasions, children become distracted and begin to wander. During these brief times, children are not fully engaged in purposeful learning.

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: develop staff knowledge of speech interventions, so that all staff consistently offer high-quality interactions to further support children's speech and communication nincrease opportunities for all children to access the outdoor environment, so that all children regularly benefit from outdoor learning experiences plan the routine effectively, so waiting times are reduced and children are supported to remain engaged in learning.