Glebe House Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive ready to engage in their chosen play. Staff know their key children well. They understand their differing learning needs and assess their development successfully.

This enables them to plan effectively for what children need to learn next. Staff are highly aware of babies' non-verbal cues and gestures. For example, they know when they need their milk or comforter.

Babies seek comfort and reassurance from staff, which they give willingly. Staff are respectful of the babies' opinions. They ask if they can change their nappies, ensuring this does not disrupt babies' learning experiences.

Toddlers ...learn to use tools successfully. They use cutters, hammers and rollers to make patterns and marks in the dough. Staff encourage children to explain how the dough feels.

Children share their views on activities. Staff give toddlers options for what they would like to play with, indoors and outdoors, and children voice their desire for toys to be set out. Older children receive gentle reminders and explanations about the consequences of their actions.

Staff explain why they should not run indoors. Pre-school children seek staff for support to resolve issues. This enables them to resolve minor conflicts quickly and for children to develop good friendships and awareness of cooperation.

Older children sit enthralled at group story times. They show good problem-solving skills and clear recall skills during the story.

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

The manager has a very good understanding of the intentions for the curriculum across the nursery.

Her knowledge of each child's individual learning needs shines through. From the outset, there are clear systems in place to gain vital information from parents about children's levels of development, which remains ongoing.The manager ensures that targeted plans are put in place for children where potential gaps in learning are emerging.

They seek additional support and training for staff at the earliest moments. This helps to ensure that staff are able to close these gaps promptly and swiftly.Occasionally, staff do not make the best use of the areas available to further engage children in learning opportunities.

For example, staff caring for toddlers use a smaller room at times when some are becoming tired and are less interested in the experiences available. Sometimes, pre-school children do not have access to the outdoor area and occasionally disrupt other children's play.The manager and staff have a secure understanding of the sequence of learning, knowing that children need to practise skills to ensure their learning is embedded.

They liaise closely with parents to confirm skills that children are learning, which ensures consistency. The manager and staff understand the importance of repetition in children's learning, such as re-reading favourite stories.The manager has a secure awareness of assessing the quality of staff's practice.

Staff undertake observations of their colleagues' interactions with the children. These processes are effective in enabling a positive attitude towards continuous improvement and staff development.Children thoroughly enjoy story sessions.

Staff talk with babies about the characters, and they lift the flaps on the pages. Staff encourage babies to make the noises of the animals and to repeat the names. For example, they talk about how the crocodile's jaws snap.

Staff embrace children's family backgrounds, home languages and cultures. Children learn about different languages. They use words in foreign languages, such as 'bonjour', and understand that they are speaking French.

For children who speak more than one language, this enhances their sense of belonging.Sometimes, staff do not use the correct pronunciation of words. Babies and children then use and copy staff, saying 'ta' instead of 'thank you', for example.

These aspects do not further support children's speaking skills.Partnerships with parents are good. Parents comment that they have 'mastered the perfect balance of professional childcare with a family feel'.

They state that their children thrive in the environment, and they praise staff for their 'recognition of equality and diversity'.Staff access a wealth of training courses and have opportunities to develop their professionalism. There are effective procedures in place to support staff's well-being.

For example, staff can access 'well-being days' as needed. Staff comment about the supportiveness of both the provider and manager.

Safeguarding

The arrangements for safeguarding are effective.

Staff know their role and responsibilities in keeping children safe. They understand the procedures to follow if they have a child protection concern. They have a clear understanding of safeguarding issues, such as cultural practices, domestic violence and grooming.

Staff complete regular training on safeguarding, which helps to keep their knowledge current. This supports children's welfare. Children develop a secure understanding of their own safety.

For example, toddlers learn through clear direction from staff to go up the steps and then down the slide. Staff complete daily assessments of the environment to enable children to remain safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen how staff make the most effective use of the areas available to more consistently engage children in learning provide children with the correct pronunciation of words to help further enhance their speaking skills.