Jayne’s Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and flourish in this home-from-home style nursery. The established key-person system helps children to form strong relationships with the adults who care for them. This helps children feel safe and secure.

Children are good communicators and are keen to speak to visitors. For example, they spontaneously say 'hello' and are confident to ask questions, such as 'What's your name?'. Older children talk about what they like doing at the nursery and say, 'I like playing outside because there are lots of things to do.'

Children behave well. Staff support children's behaviour and encourage them to be kind a...nd share resources with their friends. Children have opportunities to develop their physical skills.

For example, in the garden, they laugh together as they energetically push themselves up and down on the see-saw. Children strengthen their small hand muscles as they manipulate dough to make biscuits. There is a focus on helping children learn about nature and the environment.

For example, older children have regular opportunities to spend time at the nursery's allotment. They take turns to feed and care for the nursery's two guinea pigs. The nursery has recently received an international award for sustainable citizenship.

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

Babies thrive in the care of their calm and nurturing staff. As staff sit on the floor to read stories, babies snuggle up to them and listen attentively. Staff encourage babies to investigate the resources.

For example, they model how to press the buttons on light-up toys and hold them out for babies to try themselves.Children show high levels of imagination as they play. For example, older children pretend to use toy laptops and phones to take 'pizza orders'.

They use oven gloves as they cautiously take the 'hot pizzas' out of the oven. Younger children make telescopes from cardboard tubes and enthusiastically look through them.Children enjoy learning about road safety.

For example, they peddle bikes and scooters around the 'road' in the outside areas. They stop at the 'zebra crossing' when their friends want to cross the road. Older children have the opportunity to walk to the local zebra crossing outside the nursery to consolidate their understanding.

Staff are enthusiastic in their approach. They sit with children and interact with them as they play. Staff know children well and consider children's interests.

However, staff do not always make the most of opportunities to challenge and extend children's learning as far as possible.Staff are committed to improving their knowledge and skills to benefit children in their care. They comment that the management team considers their well-being, and they feel well supported.

Members of the management team conduct supervision meetings with staff. However, they do not regularly observe staff's practice and provide feedback to help them improve their knowledge and skills further.Members of the management team have a clear and ambitious vision.

They plan the curriculum to help children build on their skills and knowledge as they progress through the nursery. They evaluate the provision and are committed to implementing any improvements to raise the standard to the highest level. In response to the COVID-19 pandemic, the manager requests that parents no longer enter the nursery and additional hygiene practices are in place.

The nursery cook provides children with freshly cooked, home-made meals. This helps to ensure they have a healthy and well-balanced diet. Children sit together at mealtimes, demonstrating good social skills and table manners.

Staff encourage children to feed themselves. Older children help staff to prepare for lunch. For example, they give out cutlery and pour water into cups.

Partnership with parents is a strength of the nursery. Parents praise the communication they receive about their children's day as they collect them. They value the information about children's learning and the ideas staff provide to help them support children at home.

Parents comment they feel their children are 'loved and cared for' by staff. They say their children make good progress in all areas of learning.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good understanding of their safeguarding duties and responsibilities. They know the possible signs that may indicate a child is at risk of harm. Staff know how to report any concerns they may have about children in their care.

They understand the procedures to follow should there be a concern or an allegation made about a member of staff. Staff demonstrate a good knowledge of wider safeguarding issues, such as the 'Prevent' duty. The management team ensures that staff receive training to keep their knowledge up to date.

Risk assessments are in place for all areas of the provision. This helps staff to provide a safer and hygienic environment for children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to recognise and maximise opportunities to challenge and extend children's learning as far as possible nextend the existing arrangement for the evaluating and monitoring of staff's performance, to continue to strengthen the good practice already demonstrated.