Fleet Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are extremely enthusiastic and curious learners. They thoroughly enjoy independently exploring the highly stimulating range of activities that are available to them. For example, older children spend a long time splashing in the puddles they have made, using watering cans and water.

Babies enjoy many opportunities for sensory play. For example, they are fascinated by the changing colours in the bubble tube. Children are extremely happy and play well together, sharing toys and turn taking superbly.

They respond extremely well to staff high expectations and frequently demonstrate kindness and respect for others.... Children learn about people who are different from themselves. Staff provide age-appropriate resources, such as books and stories, to help children understand and celebrate diversity.

Additionally, there is a good range of dual-language books that staff share with children. This helps to promote their listening skills and an understanding of different languages from around the world. Children learn how to keep themselves healthy.

For example, staff discuss with them what clothes to put on when it is cold outside. Children and babies move freely between the indoor and outdoor environments. This means they have plenty of opportunities to benefit from fresh air and exercise.

Babies have their own enclosed outdoor area where they enjoy a wide range of activities and resources. All children are making consistent progress and are well prepared for their next stage of learning.

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

Staff provide an attractive and stimulating environment for children and babies to learn and play.

Indoor spaces have a good balance between cosy areas for children to relax and more exciting areas to explore and investigate. The environment is organised to support children's physical development. For example, babies confidently 'cruise' around the room.

Resources are on low shelves and open units so babies and children can choose what they want to play with, which helps to promote their independence. The garden area has an excellent range of well thought-out resources and activities to cover all areas of learning. For example, children learn about nature and develop their social skills when they care for the nursery pets.

Staff have strong bonds with children and are excellent role models. They are very respectful to each other and children. As a result, children are exceptionally well behaved and polite.

They listen extremely well to staff and are eager to help when asked. For example, older children willingly scrape their plates after lunch.Leaders recognise the impact that the COVID-19 pandemic has had on children's learning and development, specifically in speech and language.

They provide an environment with communication friendly areas and use strategies, such as signing to help close these gaps. However, occasionally, staff miss opportunities to introduce new vocabulary as children play, to promote speech and language skills further.Support for children with special educational needs and/or disabilities (SEND) is excellent.

Staff swiftly identify any emerging concerns with children's development and work closely with parents to establish a targeted plan for support. They liaise with outside agencies to ensure children receive the additional help they need to make continued progress. Staff consider the learning needs of all children.

They carefully plan the environment to ensure it is fully accessible to all children, including those with SEND.Leaders support the staff team well. They use a range of strategies, such as supervisions, to check on staff well-being and workload.

Staff comment on the 'great support' they received from leaders during the COVID-19 pandemic.Parents are extremely happy with the care that their children receive at the nursery. They comment on how friendly and supportive staff are.

Staff supported children and their families well when they were not able to attend the nursery during the COVID-19 pandemic. For example, they read stories via video to the children.Children develop their early mathematical skills with a range of resources and activities.

For instance, they learn about weight and measure as they use the scales in the garden. Staff in the pre-school room use daily routines well to help children to develop counting skills. For instance, children count spoons of yoghurt when serving their dessert at lunchtime.

Safeguarding

The arrangements for safeguarding are effective.Staff complete training to ensure their knowledge and understanding of safeguarding and chid protection is current. They know the signs and symptoms of abuse and neglect, including the impact of extreme beliefs and behaviours.

Staff know the processes to follow if they have concerns about children's welfare. Leaders know the procedure should they have concerns about adults working with children. Robust recruitment processes and checks assure the suitability of staff working with children.

Staff supervise children well to keep them safe. For example, they sit with them during mealtimes and when they are sleep.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: make the most of every opportunity to build on children's vocabulary and develop their language skills to promote children's speech and language further.

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