Fountain House Farm Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff provide an interesting curriculum that builds on what children know and can do.

Children are highly motivated to learn and keen to take part in their chosen activities. For example, they develop good hand strength and coordination as they make and mix play dough. Staff extend children's learning as they count scoops to promote their mathematical skills.

Children show they have learned skills, such as making marks in trays of salt, shaking the trays and making new marks. This aids their early writing development.Older children thoroughly enjoy the phonic songs to help support their language and literacy skills..../>
Children dance with gusto and get their bodies moving. This helps them to understand the importance of physical exercise. Babies develop good communication skills.

They join in well with the actions for nursery rhymes. Staff captivate babies' interest and help them to develop a love of books from an early age. Children listen and join in with familiar stories well.

Children are safe and secure. They learn to share, take turns and behave well. Children show a willingness to cooperate and follow instructions.

At circle time, older children remember what number comes next for the days of the week and recognise shapes. They are keen to share their ideas, for example that an oval 'looks like a pigeon's egg'. This demonstrates that children articulate what they know well.

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

Leaders have worked hard to address the action raised at the last inspection. All staff have benefited from intensive support provided by leaders within staff meetings, training and on-the-spot questioning. As a result, staff know and understand wider safeguarding concerns, such as the 'Prevent' duty.

They have a secure knowledge of the varying signs and indicators of abuse.Children learn about the wider world and the community in which they live. Older children visit a local residential home for older people.

Staff promote children's understanding of the natural world around them. Babies listen for the tractor, and older children know that chicks come from eggs.Some activities provided for younger children are not precisely focused on their stage of development and level of understanding.

For example, a story is too long and some two-year-old children get distracted.Older children, and some two-year-old children, manage their self-care needs well. Children's growing independence is supported effectively.

For example, older children are given small responsibilities and complete these tasks well, such as taking the snack list to the cook. This aids the next stages in their learning, in readiness for school.Staff gather information from parents to ensure all children's individual needs are met, for example around their allergies and health.

The cook knows children well and ensures that they have healthy and home-made meals.Parents are kept well informed about their children's progress, and staff provide information on how they can support their children's learning at home.Partnerships with other early years settings that children also attend are not fully in place.

This means that continuity of experiences and learning for children between the settings is not effective.Children behave well. They understand the importance of being kind and respectful to others.

Staff help children to develop a good awareness of positive behaviour. They have clear and consistent boundaries to allow children to develop their understanding of expectations.Leaders have an accurate view of the setting and a clear vision for the future.

The provider carries out regular supervision meetings with staff and helps them target areas to further their professional development. Staff successfully use the knowledge and skills they gain through training to help raise the quality of their practice. For example, community friendly spaces training has helped them to create a stimulating environment for children.

Staff respond promptly to any delays in children's learning and development. They liaise with other professionals to ensure they support children effectively. Staff work closely with outside agencies, such as the speech and language therapist, to help meet children's specific needs.

As a result, any gaps in children's development are narrowing quickly.

Safeguarding

The arrangements for safeguarding are effective.Staff are aware of their responsibilities to protect children in their care from harm.

They complete relevant online training to keep their safeguarding knowledge up to date. As a result, they are fully aware of the procedures to follow if they are concerned about the welfare of a child. They are also aware of the procedures to follow should they have a concern about other staff members or leaders.

Staff are vigilant about the security of the setting and are deployed effectively to help keep children safe. The provider implements robust recruitment procedures and ensures the ongoing suitability of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to provide activities that are finely tuned to younger children's age and stage of development build on the partnerships with other early years settings so that information about children's learning is exchanged regularly, to secure continuity of experiences for children between the settings.