Grace Neighbourhood Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are excited to arrive at nursery. They readily play with their friends and explore the range of activities available in the indoor and outdoor areas. The nursery has a forest school that children benefit from.

Staff encourage children to explore the environment independently. This allows children to deepen their learning and understanding and experience the world around them. Staff encourage children to work together to overcome challenges.

As a result, children build good relationships and relate well to each other. Children generally respond well to the support adults give to help them manage their feelings ...and behaviour. Staff talk to children as they play and explore.

However, on occasions, they miss opportunities to extend children's thinking in order to deepen their understanding and expand their vocabulary. Staff know the children well and are aware of their interests. Staff use this to set up a stimulating learning environment for children.

As a result, children are eager to explore and spend long periods of time at activities, which helps them to deepen their knowledge. Parents speak highly of the nursery and staff. They comment on the progress their children have made in their learning and development.

Managers and staff have high expectations for children. They work with external agencies to continually develop their provision and practice, to help ensure children receive quality care and teaching.

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

Children have access to a variety of natural resources to explore and investigate.

For example, they were encouraged to find insects and look at them with a magnifying glass. Staff talked to children about the insects and encouraged children to draw them.Staff know children well and have a good understanding of how children learn.

Children and staff have good relationships. Children communicate confidently with staff and each other. They learn how to play nicely with each other and build friendships.

This supports their emotional well-being.Staff have developed sensitive, responsive, caring relationships with the babies. This means babies are settled and eager to explore.

They willingly take on new physical challenges, such as walking across small bridges.Children show high levels of curiosity. They spend long periods of time exploring and deepening their knowledge in the outdoor area and forest school.

The outdoor area is well organised, providing children with lots of exciting areas to explore. Children enjoy exploring the mud kitchen and racing on bikes. This supports their physical development.

Staff recognise that the forest school gives children a unique opportunity to experience the world around them in new and stimulating ways.Children develop confidence, perseverance and self-esteem through hands-on learning experiences in the outdoor environment. For instance, staff encourage children to work together to move the logs without adult help.

Children enjoy helping one another to achieve tasks. They persevere until they achieve.Children play alongside one another respectfully and, where support is needed, staff help them calm down and relate positively to each other.

For example, staff support children to talk to each other kindly and take turns sharing the bikes.Children generally respond well to the support adults give to help them regulate their emotions.Leaders and managers work closely with other providers and external agencies to develop their provision and practice.

For instance, outside professionals visit the setting to model practice and set targets for children with special educational needs and/or disabilities. Staff use these targeted strategies to support children's development and to help ensure their time at nursery helps them learn.Staff report feeling supported.

Staff attend training and identify areas for improvement within their practice. Leaders give staff support to improve their knowledge and teaching. As a result, most staff are confident and have meaningful interactions with children that develop their learning.

The nursery has a clear vision that aims to support all children in developing and reaching their maximum potential.Children are offered a healthy meal at lunchtime. Older children are confident in feeding themselves.

However, staff do not give children the opportunity to further develop their independence and self-help skills by practising serving themselves or independently cutting their food, for example.

Safeguarding

The arrangements for safeguarding are effective.Staff receive induction training to help them understand the nursery's policies and procedures, including safeguarding.

The manager offers regular support to staff to help them develop their practice and knowledge. Staff demonstrate a good understanding of what could be a safeguarding issue and know the procedures to follow to report any concerns so that children are protected.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help children further develop their independence and self-help skills during mealtimes.

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