JAKS Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have a range of experiences in the nursery. They engage in their own play and demonstrate positive attitudes to the activities provided by staff.

Children have many opportunities to practise their gross and fine motor skills. For example, they choose to play outside, climbing, riding, pouring and digging. Staff recognise that some children have gaps in their physical development and plan activities accordingly.

This helps children to make progress in their development. Most children are respectful to each other. They play alongside each other and form friendships.

Staff model this and encourage childr...en to play alongside each other. Children acknowledge when they try hard at something. For example, they explain how difficult an activity is, while smiling, to show how well they have done.

They demonstrate that they can concentrate and persevere at something even though it is challenging. Staff celebrate and praise children's achievements and their hard work.Children enjoy looking at books together.

They turn the pages and attempt to retell familiar stories. Staff promote a culture of reading. They encourage all children to be involved when stories are shared.

This sets all children in good stead for future learning. Children interact with staff positively and respectfully. Staff interact warmly with children, who respond by cheering, smiling or answering appropriately.

Children seek the adults to help them with their care or in their play. They form trusting relationships with staff.

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

Leaders have a clear idea of what they want the children to learn in the setting.

They have a strong rationale behind the curriculum and take into account the children's starting points. Staff consider what children need to do to achieve their next steps in their development. For example, staff plan activities to build children's core muscles and then their fine motor control.

They have also introduced name recognition activities in preparation for the children's transition to school. This supports children to develop skills needed for their future.Leaders set aside time for staff to have meetings together.

Staff use this time to discuss any concerns, share good practice and update each other on the progress of children. This helps staff to know about all of the children in the setting. This valued time also supports staff well-being.

Staff introduce experiences that are new to children. They use observations of children to plan activities that will appeal to them, based on their likes and interests. For example, children have shown an interest in worms and bugs so staff have developed the digging area and shared books linked to this theme.

This provides children with a range of experiences and helps them to find out more about their individual likes and interests.Staff work together to assess the children's progress and needs. This helps them to identify any children with special educational needs and/or disabilities (SEND).

The nursery's special educational needs coordinator (SENCo) uses support from other agencies and follows their guidance to monitor the children in the setting. The SENCo and staff act swiftly on any developmental concerns so that children are supported to meet their next steps.Where practice is stronger, staff encourage back-and-forth interactions and expand on children's communication successfully.

For example, children enjoy sharing their news with staff and learn new words, such as 'collect', 'magpie' and 'buttercup'. However, some staff are less confident in supporting children to hear and use new vocabulary. This means that, at times, children do not fully benefit from high-quality interactions to promote their language development.

Staff have been supported with recent training to further understand children's development and behaviour. Although some staff can explain the strategies in place to support children's behaviour, these are not yet consistently used among the staff. This means that, at times, children are not clear about staff's expectations and do not understand the rules in place.

Parents speak positively about the staff and the setting. They are kept up to date with their children's progress and development. Parents value that the staff know the children well and understand their needs.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen staff's skills further in supporting children's communication and language skills support staff to develop a more consistent approach to reinforcing routines and rules for behaviour so that children understand why these are in place.

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