Grove Community Project

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and enjoy their time at nursery.

Parents drop off their children at the door and staff greet them with warm smiles. Some children settle quite quickly and go straight off to play, while others need reassurance from their key person. Staff respond to this swiftly.

Those children have cuddles or share a book with staff, before they go to play with their friends.The learning environment is bright and colourful and an inviting place for children to learn. Children are encouraged to make choices about where they play.

Resources are arranged so that children can access them independently and also ...help to tidy them away. Children develop their independence further as they start to make choices. For example, at snack time, they have a choice of fruit and either milk or water to drink.

Children also start to manage their own hygiene and personal needs. Children generally behave well. There are a variety of activities that encourage children to explore and investigate.

This helps to extend children's learning across all areas of learning. For example, children are able to enjoy water play using pipettes. They use the pipettes to combine different colours of water.

Children observe the colours mix together and discuss what colours they can make.

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

Leaders and managers have a clear vision for the nursery. Staff feel happy and supported in their roles.

The manager provides support for staff's professional development through meetings and training. However, observations of staff practice are not focused enough on enhancing the overall quality of teaching and learning.The curriculum is broad and enhances children's learning and experiences further.

Staff know children well and recognise their individual needs and interests. They use both to inform planning, and this helps them to prepare children for their next stage of learning.There is a strong focus on developing children's communication and language.

Children listen to a wide range of well-known stories and rhymes to enhance their vocabulary. Staff are able to talk in many of the children's home languages. They take into consideration those who speak English as an additional language.

This helps to build on children's language development and provide support for children as they start at the nursery.The provision for children with special educational needs and/or disabilities (SEND) is a particular strength of this nursery. Leaders and managers are quick to implement additional support.

They put in place targeted plans. Managers develop strong partnerships and work well with other professionals. This ensures that children with SEND are fully included in all aspects of the nursery.

As a result, they make good progress from their starting points.Staff incorporate mathematical language as children play. During forest school activities, they focus on the size and shape of natural objects.

Children find sticks and compare the lengths. They identify if the sticks are longer or shorter. When they look for leaves, they compare large and small leaves.

This helps children to compare objects and develop their understanding of size.Children practise small- and large-muscle skills in preparation for early writing. They develop their pencil grip as they draw pictures on paper and hold large chalks to draw shapes.

Children learn how to separate their fingers to hold scissors and snip paper. This helps them to learn how to use resources appropriately and safely. Outside, as children play on a range of large equipment, they learn to climb, balance, run and jump.

The manager works with parents and develops strong partnerships. The nursery is at the heart of the community. The staff team knows children and families extremely well and provides invaluable support.

Staff work in partnership with the relevant agencies. This helps to ensure all children make good progress in their learning.Staff are good role models and offer praise and encouragement to children as they play.

However, staff do not consistently support children to understand their emotions or regulate their behaviours. Consequently, at times, some children struggle to re-engage with the activities on offer.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, managers and staff demonstrate a good understanding of the many safeguarding areas. They recognise the signs of abuse to look out for. Staff confidently explain how they would make referrals to the relevant agencies.

This information is visible for staff and parents to view. Robust procedures are in place for the safe collection of children, use of mobile phones and visitors. Parents also receive information about the importance of keeping children safe online.

The manager keeps accurate records, for example following an existing injury, accident or incident. This helps to monitor any concerns and minimise any risks.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the use of the strategies in place to support children further to manage their own feelings and behaviour support staff more effectively in their continuous development to enhance the quality of teaching and learning children receive to the highest possible level.