Irlam Road Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The nursery has a welcoming, homely feel as children arrive smiling and happy to start their day. The whole team has an ethos which is family orientated. Staff know families and children well as they greet them personally by name.

Longstanding staff know children's older siblings who have also attended. Children feel safe and secure in their environment. They show visitors around while talking about their favourite activities and introduce their friends.

Staff have positive relationships with children, who talk about their teachers enthusiastically.Staff have very high expectations of children's behaviour. Their relati...onships and communication with each other show this.

Children take turns as they complete puzzles, sing rhymes and serve their own meals. Children clear their plate independently and wash up after lunch. Staff support children's behaviour in ways that help each child.

This helps children to manage their feelings and emotions well. Children are motivated and engaged in their learning because staff plan next steps to match children's interests. This helps children to enjoy learning and to progress to the next stage of their development.

Children access a range of activities and build on what they already know and can do.

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

Staff have a good understanding of how to teach children. They explain their motivation to teach well.

Their assessments of children and next steps are accurate and help children to develop. Children make good progress from their starting points. Staff plan to build on children's existing knowledge and experiences.

This helps children to be ready for the next stage in their learning.Communication and language are a focus throughout the nursery. Children learn to use their voice to express themselves and socialise with their friends.

Staff support children to develop their vocabulary across all areas of learning. Children with English as an additional language are very well supported and make good progress. Staff use children's home language to encourage children to make progress in communication.

Staff provide opportunities for children to learn about the wider world. They have visits from the police and fire service to enhance their knowledge. Staff embrace spontaneous opportunities for children to learn about the world around them.

Children enthusiastically observed a tree being professionally cut down nearby. This developed into a lasting learning experience for older children as they role played this with each other.Children form friendships and actively seek each other out to play.

They sit together at mealtimes and socialise with each other. They show respect to others and are kind and considerate when they help others to serve their lunch. They know what their friends like to do and join in with them.

This builds confidence and self-esteem as they learn to be tolerant and accepting of others.Children are motivated to learn and extend their activities independently. They listen and respond to staff as they discuss different ways to count objects.

Accessible resources and varied activities mean that children become involved in their learning.Children are aware of their own personal needs and ask for help if needed. Older children wash their hands before mealtimes without being asked.

They pour their own drinks when they are thirsty and young children are encouraged to feed themselves.Staff are caring and attentive to children's emotional needs. They respond appropriately and help children to settle into their new environment.

Staff spend time getting to know each child and their family. This helps to form positive attachments to promote children's well-being and confidence.Staff report feeling supported in their well-being and workload by the management team.

They enjoy their work and some staff access training that has a positive impact on children's outcomes. However, professional development, supervision and coaching could be more precisely targeted to improve the quality of education and outcomes for children even further.Parents are very enthusiastic and complimentary about the care their children receive.

They report being very well supported by staff and managers from the start of their time here. Parents return to the nursery with siblings because they say they have confidence in the familiar staff team.

Safeguarding

The arrangements for safeguarding are effective.

Staff know what signs and symptoms to be aware of if they are concerned about a child's safety. Their knowledge of wider safeguarding issues is good, and staff know the procedures to follow if they are concerned about a child's well-being. Additionally, they know what to do and who to speak to if they are concerned about a member of staff.

Strong recruitment procedures are in place to ensure that staff are suitable to work with children. The nursery is secure, well maintained and all areas are risk assessed regularly to ensure that any risks are minimised.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure the programme of professional development, including supervision, builds on the existing knowledge and practice of staff to help improve the quality of education to an even higher level.