Flying Start Nurseries

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive happy and settle well.

They develop warm relationships with staff and make friends. Staff caring for babies meet their care routines consistently. They help them to develop their physical skills safely and support children's toilet training.

Toddlers enjoy themed yoga in which they learn to move in different ways, such as balancing. Older children join in 'wake and shake' sessions in the morning to prepare them for learning.Staff help children to learn about keeping safe, such as through road safety activities and using tools safely.

However, at times, they do not use the risk assessments effectiv...ely to identify and address all potential risks to children. For example, staff do not ensure the sensory materials that babies explore are suitable for their developmental stage, and do not ensure all areas of the garden are kept clean. These risks are minimised as staff supervise the children.

Children enjoy nutritious meals and snacks freshly prepared on site, and staff teach them good handwashing routines to help support their health.Staff plan a balanced curriculum to support children's learning and with activities linked to their interests and topics to broaden their experiences. For example, children go on outings locally to learn about their community, listen to music from around the world and learn about different forms of transport.

However, there are inconsistencies in the quality of staff's interactions with children. Not all staff are clear about what children need to learn next and they do not all use the activities well to help children to learn more.

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

Staff monitor and assess children's progress to identify their next steps for learning.

Some more-skilled staff ask questions to encourage children to think and provide challenges. For example, they help older children to explore why objects float or sink and encourage younger children to count and learn about colour. This helps to build on children's learning.

Staff provide a balance of free-play time and planned activities to support children's interests and areas of learning. However, the quality of staff's interactions is variable. Not all staff have high expectations of what children can achieve, and they do not all use the activities to encourage children to learn more when they find challenges easy.

They do not adapt activities to involve children well, for example when children who sit for a long time after finishing meals become bored or lose interest in activities.Children use their senses and imaginations in play. Babies explore objects and build with blocks.

Toddlers use tools to shape mint-scented dough and to make designs with shapes. Older children use large objects, such as tyres, to build with. Staff help children to create designs in closely supervised woodwork sessions using real tools safely.

This encourages children's creativity and broadens their experiences.Children behave well. Staff are positive role models who help them to learn the nursery ethos to be kind and caring.

Children from a young age help to tidy up, and older children encourage and include others kindly. They tell staff, when praised for their actions, that 'sharing is caring'.Staff help to prepare children for starting school.

From a young age, children learn to be independent, learn how to change their shoes and help to tidy up. Older children serve themselves at meals. Staff teach children new words regularly to build their vocabulary.

They encourage children to express their feelings, and they provide activities to build their confidence, such using the 'affirmations' cards together.The management team follows effective vetting procedures to ensure all staff are suitable to work with children and supports staff's well-being. Staff complete key training.

This helps to ensure staff have a good understanding of the nursery safeguarding policy and procedures and the risks to children of abuse.Staff quickly identify when a child is at risk of falling behind. They work effectively with parents and external professionals to support any additional needs.

This helps to ensure this group of children make the progress they are capable of.The newly established management team has a realistic oversight of the provision. The team has plans in place to make improvements.

Staff supervision is being implemented and staff receive ongoing coaching. However, this is not yet sufficiently established to address the weaknesses in staff's interactions and delivery of the curriculum effectively.

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 meet the requirements of the early years foundation stage, the provider must: Due date ensure staff use risk assessments effectively to identify and remove all potential risks to children 26/08/2024 develop staff supervision and coaching to improve the quality of staff's interactions and delivery of the curriculum.30/09/2024 To further improve the quality of the early years provision, the provider should: develop the organisation of activities and mealtimes to engage all children well.