Farm View Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and feel safe.

Staff know them well and give them plenty of praise, encouragement and cuddles. This supports children's emotional well-being effectively. Children enjoy a wide range of exciting activities which ignite their thirst for learning.

For example, younger children show great curiosity as they explore different textures, such as play dough, soil, water and sand. They thoroughly enjoy scooping, digging and patting with their hands. Staff introduce new words, such as 'airport' and 'beach', which supports children's growing vocabulary.

Older children thoroughly enjoy being outdoors. Th...ey are confident to lead their own learning as they decide to make obstacle courses around the garden. Children are creative as they make cakes with mud and water in the play kitchen.

Staff support children to develop their understanding of numbers, counting and language that describe size.Staff understand the impact the COVID-19 pandemic has had on children's emotional well-being. Bespoke settling-in sessions are carefully tailored to the children's needs, and key persons are allocated in accordance with the children's preferences.

Staff have high expectations for children's behaviour and conduct. They teach children the importance of managing their own feelings and being kind to each other. As a result, children behave well and play harmoniously together.

Children demonstrate strong relationships with staff. They like to involve staff in their play and confidently talk to them about what they are doing. Children make good progress and have positive attitudes to learning.

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

The newly appointed manager is passionate about providing good-quality care and learning for children. Following recent changes in staff and leaders, members of the new management team constantly evaluate the nursery. They are keen to make changes that have a positive impact on the children's experiences, such as incorporating more natural and sustainable resources for children to enjoy and increase their learning.

Overall, staff implement a broad curriculum that helps children to learn the necessary skills for their future success. For example, staff take children on outings in the community because they recognised that during the COVID-19 pandemic, some children did not have opportunities to visit places. This helps children to develop their confidence in different situations.

Staff observe and assess children's development. They plan for the intended learning. However, at times, some staff do not always consider the best ways to ensure children of different ages will benefit fully from the activity.

Staff encourage children to be independent. For example, during meal and snack times, staff support children to serve themselves and to use knives safely to cut their own banana.Children enjoy plenty of fresh air and exercise.

They delight in riding wheeled toys, and balancing along a beam, tyres and logs. Children learn to move their bodies in different ways as they enjoy regular movement to music sessions.Staff support children's communication and language skills well.

They skilfully support young children who are learning English as an additional language. Staff encourage all children to develop a love for books and reading. They select books that they know children will enjoy.

Young children take an interest in the illustrations and help to turn the pages. Older children show confidence to join in with the repeated phrases from familiar stories that they enjoy.Staff feel valued and supported by the management team.

Leaders help staff to manage their workload effectively and maintain their well-being. They support staff through regular supervision meetings. Staff have opportunities to reflect on their practice and well-being, and how they support children's development.

They attend relevant training to extend their knowledge on wider safeguarding matters and how to improve better outcomes for children.Staff work closely with parents to support children's development. For example, they regularly speak to parents about children's achievements and experiences.

Parents comment positively about the nursery and how their children are settled and progressing. Staff are keen to support older children's transitions as they move on to school. However, this is not fully embedded yet.

Safeguarding

The arrangements for safeguarding are effective.Leaders promote a secure culture of safeguarding across the nursery. They ensure that staff are well trained and have access to a wide range of safeguarding information.

Regular safeguarding questions, quizzes and discussions on various safeguarding scenarios help staff to keep their knowledge up to date. Staff are alert to the signs of abuse, including indicators of extreme views or radicalisation. They know the procedures that they need to take to protect children's welfare, including if they have concerns about the conduct of a colleague.

Staff maintain a safe environment. For instance, they ensure that children are continually supervised as they move between indoors and outdoors.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop the way staff implement the curriculum, to ensure they support and maximise children's learning consistently strengthen the way information about children's learning is shared with other settings, to make those partnerships even more effective.