Fennies Beech House

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children, including those who speak English as an additional language, make good progress in relation to their starting points in learning. They are very happy and show they feel safe. Staff build positive relationships with all children, supporting their self-esteem and well-being.

Children use their creativity and imaginations well. For example, toddlers make 'caterpillars' using dough. They roll, flatten and manipulate the dough, using their hands and cutters with delight.

Babies have lots of fun exploring natural materials, such as sand and water. Staff support children well to develop their physical skills. They e...ncourage babies to practise their crawling and early walking skills, indoors and outdoors.

Pre-school children ride bikes and play with hula hoops with increasing confidence. Across the whole nursery, children greatly enjoy the wide variety of opportunities and exciting toys and equipment. This helps children to be highly motivated.

For example, older children were captivated as they watched the water flowing down a series of wooden guttering in the garden. They giggled enthusiastically as they collected and transferred water from one container to another. Staff have very high expectations for children's behaviour.

Children are extremely kind and show great concern for their friends, such as when their friends got wet during water play. At mealtimes, children show very high levels of control. This was observed, for example, as toddlers negotiated and waited very patiently for their turn to serve themselves food.

Children have very positive attitudes to their learning.

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

The management team evaluates the setting regularly to make successful improvements. For example, they reviewed the layout of the pre-school room to minimise accidents and injuries to children.

Staff observe and assess children's learning rigorously. They make effective use of the information gained to inform their planning of the curriculum. Children gain the knowledge and skills that they need for the next stage of their education.

Staff read story books and sing songs as part of the daily routine to promote children's language skills. However, on some occasions, staff do not make effective use of the opportunities to challenge and extend children's thoughts and ideas further.Overall, partnerships with parents are good.

Parents receive feedback from staff verbally and through an online application. However, some parents do not get as much detail about their child's learning and development, to keep them fully informed.Staff teach children about similarities and differences between people.

They organise various cultural and religious festivals, including Diwali and Chinese New Year. Children listen to songs in other languages, such as Mandarin and Gujarati. These opportunities contribute to children's understanding of different cultures, languages and ways of life.

Children understand staff's behavioural expectations very well. They are very eager to share and consistently cooperate with each other.Staff promote children's mathematical skills successfully.

For instance, they encourage children to use numbers and identify shapes during the daily routines and activities. Many toddlers and pre-school children are beginning to count from one to five and beyond.Children are increasingly independent learners.

They are very keen to do things for themselves, such as at mealtimes. For example, toddlers have a go at feeding themselves and they scrape their plates after lunch.The management team has high ambitions for the setting.

They express their commitment to providing children with high-quality standards of care and education.Staff receive regular coaching and guidance to help develop their practice. For example, following training, staff in the baby room improved their knowledge of how to promote children's sensory play more effectively.

This has had a positive impact on children's play, overall. Staff are confident in approaching the management team and appreciate the support for their well-being.

Safeguarding

The arrangements for safeguarding are effective.

The management team implements robust procedures to protect children's safety and welfare. They conduct initial and ongoing checks to ensure that staff are suitable to work with children. Complaints and allegations are recorded, actioned and reported promptly.

Safe and appropriate use of personal devices, including mobile phones, are in place to assure children's safety. Staff understand how to identify and report safeguarding concerns to relevant agencies. They risk assess the setting, indoors and outdoors, to minimise potential hazards to children.

Staff deployment is effective. Children receive good levels of supervision during their play, making them feel safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease staff's knowledge and understanding of how to challenge and extend children's thoughts and ideas further nexplore other ways of providing information to all parents about their children's learning and development, to keep them fully informed.