Fatemah Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff provide a settled and welcoming environment to help to promote children's emotional well-being. Children arrive happily and settle quickly. Staff build positive relationships with their key children.

Children enjoy the company of staff and other children who also attend the nursery. Staff give lots of comfort to those children who need reassurance to help them feel safe and secure. Staff are good role models and interact positively with children.

They support children to manage their feelings and to behave well. Staff get down to children's level to explain how to behave well and share the toys to help to keep every...one safe. Staff encourage children to talk about their family backgrounds and home experience, such as family holidays and the languages children speak at home.

Older children eagerly point to family pictures displayed throughout the nursery and say, 'That's me.' Children have a positive sense of belonging at the nursery and what makes them unique.Overall, staff know their key children's learning needs.

For example, in the baby room, they plan activities that focus on children's favourite nursery rhymes to help to develop their attention, communication and language skills. However, not all staff are very clear about what they intend children to learn next.

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

Leaders have a strong vision for providing quality and inclusive care to all children.

For example, they ensure early intervention for those children who have identified gaps in their learning. This helps to provide targeted support and close any gaps in children's learning.The dedicated and ambitious leadership team has a clear intent for the nursery curriculum and what it wants children to learn.

However, leaders do not ensure that the curriculum intentions are met. They do not focus effectively on monitoring the impact of training that staff attend, to help to ensure that the team's knowledge and skills build and develop over time. Some staff's knowledge of the areas that they teach, and what they intend children to learn next, is limited.

Staff value the support provided by leaders and welcome opportunities to continue their professional development. All new staff are encouraged to achieve a childcare qualification and access ongoing development opportunities. However, most staff do not always recall or utilise what they have learned from these opportunities.

This means that staff's continuous professional development is not enhancing the teaching of the curriculum. Despite this, overall, staff plan interesting opportunities and experiences for the different ages and stages of the children.The learning environment, indoors and outdoors, provides children with stimulating learning opportunities.

This helps to motivate children to learn and entices them to engage in their play and have lots of fun. For example, outdoors, older children keenly mix large containers full of coloured jelly. Toddlers concentrate as they roll, squeeze and make shapes from dough.

However, staff are unable to confidently explain what they want the children to learn through the planned activities.Staff support children's communication and language skills in a range of ways. For example, staff model new vocabulary to older children, such as 'ambitious' and 'curious'.

Staff comment on children's play and engage in conversation. This helps children to develop effective speaking and listening skills and become confident communicators.Staff help to develop children's love of books, stories and rhymes.

Children thoroughly enjoy listening to stories, read to them by staff, and singing familiar songs. Staff encourage young children's participation. The children wiggle and jiggle as they handle farm animal puppets and sing 'Old MacDonald Had a Farm'.

Parents are very positive with their feedback. They praise staff and leaders and the care they give to their children. Parents welcome daily communication and regular updates to keep them well informed about their children's daily routines and progress.

They appreciate the support from staff to help with their children's development, such as with toilet training. Staff encourage parents to continue their children's learning at home. This helps to provide a consistent approach for children.

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 the support given to staff to help identify what children will learn from the experiences provided across all areas of the curriculum, to ensure that the learning intentions are achieved review arrangements to monitor professional development opportunities to ensure that staff share and implement what they have learned.