Honeypot Under 5’s Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive confident, happy and eagerly run into the nursery. Staff are welcoming and provide lots of reassuring smiles and hugs.

Children form close relationships with staff and are keen to explore the very well-resourced, safe, warm and nurturing environment. Children's behaviour is very good. Staff have high expectations for the children in their care and provide them with constant encouragement and praise.

For example, children are called 'super stars' for their efforts. This helps to boost their self-esteem and confidence in their abilities. In turn, children play harmoniously together, they share, take turns... and use great manners.

This helps them acquire the social skills required for their next stage of learning and in preparation for school.Staff provide an exciting, stimulating play and learning environment that sparks children's curiosity and willingness to learn. Younger children show delight and become immersed in their exploration of filling, tipping and pouring water into jugs.

Older children take part in creative activities. They exercise their finger and hand muscles as they confidently operate scissors to cut paper. Furthermore, they manipulate dough, adding a range of materials to their creations.

This helps support children with their emerging literacy development and early writing skills.

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

Since the last inspection, a new manager has been appointed. The manager engages positively with staff and observes and supports their practice.

This helps them to identify ways to continue their professional development. Staff in lead roles are developing their knowledge and skills to help them to fulfil the requirements of their role well. This has successfully raised the quality of the provision.

Overall, children show great curiosity and are highly engaged in their learning experiences. They access resources that extend their imagination and critical thinking skills. For instance, children build different structures and shapes with wooden blocks and magnetic tiles.

However, at times, staff do not arrange group sessions to their full potential, to ensure all children are able to engage in learning opportunities. This results in younger children losing interest quickly.Children have good opportunities to develop their independence skills and personal care.

For example, younger children confidently put on their coats and boots. Older children prepare their own snack, peel fruit and pour drinks. Furthermore, they place their pictures on a board to indicate that they have eaten.

This helps increase children's self-esteem and provides them with the belief that they are competent and capable of doing things for themselves.In general, staff make effective use of signs, symbols and speech to support some children's communication and language development. This enables children to follow the routines and communicate their needs.

However, some staff's questioning of children is not fully effective. For example, at times, staff ask too many closed questions, which do not always extend children's thinking and communication skills.A well-sequenced curriculum is in place.

Staff get to know children well, what they can do and what they need to learn next. This includes children with special educational needs and/or disabilities. For example, targeted intervention plans are in place to support any additional needs.

Regular review meetings take place, which include parents and other professionals. This results in all children making the best possible progress.Parents comment positively about their children's experiences in the nursery, particularly about the progress they have made since they have started.

Staff share regular information about children's development and provide suggestions for parents to help them further support their children's learning at home.Children have lots of opportunities to practise their physical skills in the outdoors. They run around, climb and navigate themselves safely.

Children screech with delight as they splash and jump in muddy puddles. They become mesmerised as they place powdered paint on the floor and watch the colours change and mix in the rain. This supports children in leading an active and healthy lifestyle and provides them with a greater understanding of the natural world around them.

Safeguarding

The arrangements for safeguarding are effective.Staff understand the importance of keeping children safe from harm. They have a clear knowledge of the signs and symptoms of abuse and the procedures to follow if they have any concerns about children's welfare.

Risk assessments and fire evacuation checks are regularly completed. Children are encouraged to understand risks as they climb equipment and take part in fire drills. This helps provide children with a greater understanding and awareness of potential dangers around them.

Staff attend regular safeguarding training and have first-aid qualifications. This ensures that they have the skills to support children should a medical emergency occur.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the arrangements to manage group activities, taking into account children's age and abilities more effectively, to ensure that all children remain fully engaged in their learning build on staff's understanding of how to extend children's communication skills and help them develop their language even further.