Glebe Farm Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The children who attend this nursery school are curious and enthusiastic learners. They are supported by skilled staff who use effective teaching strategies to engage and excite them.

Children remember what they have previously learned, and staff make the most of the nursery school's countryside location to further enhance their knowledge. For example, young children rush to the window when they hear the word 'tractor'. Staff repeat vocabulary that they have previously introduced, asking if the children can spot a pheasant or a partridge in the fields beyond.

They quickly provide children with books about farm vehicles..., which children carefully look at. Children point to the pictures and attempt the words they see as they use two sounds to start and form the word 'tractor'. Young children are supported well to develop their emerging language and communication skills.

Older children demonstrate their growing confidence. During large group time activities, individual children spontaneously sing their favourite nursery rhymes. They seek a reassuring nod from encouraging staff, who create a safe and emotionally secure environment for children.

Children are elated with pride when they end their song and receive a round of applause from the group. Other children show respect as they sit and listen intently and are keen to celebrate their friend's achievement. This interaction shows that children are developing positive social skills.

They are building warm and supportive friendships with their peers.

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

The manager has a good understanding of the communities in which children live. She recognises how staff can enhance children's experiences and tailor support for families.

For example, children who live in the city relish opportunities to explore nature in the woodlands and fields surrounding the nursery school. Additional funding has been thoughtfully used to purchase resources to support children whose parents are deployed through the Armed Forces.Staff use effective strategies to help embed and shape children's good behaviour.

Children quickly respond to cues which helps to create a positive learning environment. For example, when children become overly excited during a group game, staff quickly and quietly put their finger to their lips. Children instantly recognise what this means and immediately respond by calming down.

Children across the setting learn via collective topics which staff have chosen to theme activities, for example autumn. This unites children in their learning. However, staff have not considered the skills and knowledge they want individual children to gain from each activity.

For example, staff explain they want one-year-old children to learn about the seasons changing through a leaf-collecting activity. This concept is too complex for young children to understand.Nevertheless, these children practise their small-muscle skills as they pick leaves from the ground and the trees.

Children are supported from a young age to practise good hygiene routines, which promote their good health. Babies are encouraged to wash their hands when they return indoors from playing outside. Pre-school children independently use the bathroom.

With occasional gentle reminders, they independently wash their own hands and are able to identify why this is important.Staff involve parents in their children's learning. Families borrow books and song bags from the 'lending library'.

Staff provide parents with activity ideas that they can do at home with their children. However, these activity ideas are not always clearly linked to individual children's learning. For example, staff suggest that parents collect natural treasures with their children, but do not say how this activity might enhance their child's different areas of learning and development.

The manager is invested in promoting staff's well-being. The impact of this is clear as staff are highly motivated and report how happy they are in their roles. A well-being champion has been appointed.

This member of staff has completed training around staff well-being and mental health. This benefits her own continued professional development, as well as the wider team through the support she gives.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have a sound understanding of child protection. They know the indicators that could suggest a child is at risk of harm. Staff are clear about what to do if they have a concern of this nature.

The manager invites the local police officer to talk with staff about current safeguarding concerns. This helps the whole staff team keep a breadth of developments in the local area. The nursery school's premises is securely maintained and kept free from hazards.

Staff understand their whistle-blowing responsibilities and are confident to report any concerns about a colleague. The manager ensures ongoing suitability checks are completed to ensure staff are suitable to fulfil their roles.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to secure a clear understanding of what age-appropriate skills and knowledge they want individual children to learn nextend the information shared with parents to enable them to further support children's learning and development at home.