Eastwood Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff at the nursery build strong and nurturing relationships with children. They promote children's positive self-image through celebrating the different personalities, cultures and family dynamics at the nursery.

Children develop high levels of self-esteem. Staff focus on the importance of manners and teach children to be polite. Children learn to be respectful and kind to one another.

Staff encourage children to regulate their own behaviour. Children feel happy and secure. They behave well.

Staff have a strong understanding of the link between listening to stories and language development. They plan a varie...ty of opportunities for children to listen to and explore books. Staff deliberately select the ambitious and new vocabulary they want children to learn.

They plan a range of experiences for children to deepen children's understanding of new language. Children learn new words and use them correctly in their play. Children who speak English as an additional language rapidly learn to express themselves.

All children develop fluency and engage in back-and-forth conversations. Staff understand that it is important for children to do things for themselves. They demonstrate self-care skills to children in ways that they understand.

Staff support children with special educational needs and or disabilities (SEND) to tackle increasingly difficult skills. All children gain high levels of independence.

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

Leaders have a strong understanding of what they want children to learn.

They create a broad curriculum that promotes children's abilities across the areas of learning. Staff are knowledgeable about child development. They use their knowledge to plan activities that challenge children.

All children reach their developmental milestones.Leaders understand that the changes in staffing have been challenging. Overall, staff share an understanding of the curriculum intent.

However, leaders recognise that staff do not all implement the curriculum consistently. For example, on occasion, children wait too long between activities and lose interest. As a result, children do not consistently develop the most positive attitudes to their learning.

Leaders and staff have a good understanding of how to identify children with SEND. They work with a variety of external experts to support children in their learning. Staff share individual learning plans for children and seek guidance from experts where required.

Leaders ensure that planning for all children is regularly reviewed. All children, including children with SEND, make good progress from their starting points in development.Children benefit from high-quality interactions with staff.

Staff repeat and reinforce increasingly complex vocabulary. They consider children's different levels of understanding and fluency. Staff plan opportunities for children to listen and follow instructions.

Children use new language in relevant contexts. This helps them to understand the meanings of words and use them correctly. Children are good communicators who engage confidently in back-and-forth conversations with others.

Staff find out what children know and can do. They identify when children reach a milestone and share this with parents. Staff help to promote children's learning by identifying the next steps children need to achieve to make progress.

All children are well prepared for the next stage of their education, including school.Staff understand that it is important to teach children to be physically active. They identify the key skills they want children to learn.

Staff teach children a variety of skills that supports children's balance and coordination. Children enjoy being physically active. Children's physical development is well supported.

Parent partnerships are strong. Parents report that regular meetings with staff help them to identify what children need to learn next. Parents of children with SEND say that staff help them to access external support where required.

All parents report that staff support them to extend their children's learning at home.Leaders carry out regular supervision sessions with staff. They use these meetings to identify issues with workload and support staff's well-being.

Leaders help staff to select continuous professional development opportunities. They make sure that these link to the learning needs of individual children. This helps the teaching skills of all staff to continue to develop over time.

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: strengthen how all staff understand how to implement the curriculum to support children to feel fully motivated to learn.

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