Jelly Babies Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children at Jelly Babies Day Nursery feel safe and form secure attachments with adults.

Staff link closely with parents to find out about the children's individual needs before they start. They use the information effectively to help children settle and provide continuity for their care and development. Staff help children learn how to manage their behaviour and recognise what makes them unique.

Children enjoy a broad and exciting range of activities based on their interests and abilities. Staff use what they know about the children to identify and plan for their next learning steps effectively. They encourage older ch...ildren to find ways to solve problems.

For example, children experiment with various materials to test out how to stick their paper tubes together. Children's communication and language are supported well. Staff listen carefully to the children and are skilful at introducing new vocabulary.

Children's welfare is a strong focus for the staff team. The manager consults with the staff and parents to help identify areas to improve. For example, new accessible storage boxes introduced outdoors enable children to access a greater range of resources.

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

Children have good relationships with adults. Staff are kind and caring. They help children to settle and feel emotionally secure.

Children are supported well to learn social skills and display good behaviour. Staff understand children's individual stages of development, and take appropriate action to support children who struggle with regulating their behaviour. For example, they use timers to help children learn to share and take turns in their play.

Children learn about the world they live in and their local community. For example, the children visited a local care home to take part in the art classes with residents. This helped children to learn about the needs of others and to have respect for different people.

Children are happy, active and motivated to learn. They enjoy fun and exciting play experiences which support their physical health well. They learn about risks and how to keep themselves safe as they attempt new challenges.

For example, babies show developing confidence as they climb the ramp to the slide, reassured that a familiar adult is close by. Children have access to various mark-making resources. However, staff do not make the most of chances to incorporate songs and rhymes through children's play, to help develop children's early literacy skills fully.

Staff help children to make good progress in their learning and development. They plan suitably challenging activities that excite and engage children's curiosity. Children use their imagination well.

For example, older children enthusiastically join in the new construction role play area, working together to build with the resources. Staff interact positively and allow the children to follow their ideas. However, they do not make the most of the opportunities to extend the older children's mathematical development further.

The manager and special educational needs officer work closely with outside agencies to plan for children's specific needs. They identify any children who may need some additional help and take appropriate action, so children get the support they need to catch up.Partnerships with parents are strong.

Staff work particularly well with parents to share information and maintain a consistent approach for children's care and learning. Parents are well informed about their children's progress and actively encouraged to get involved in their children's learning. For example, staff provide 'busy bags' with activities for parents to do at home with their children.

Staff are supported well by the manager to develop their skills to ensure children receive a good learning experience. As a team, they continue to reflect on ways to develop the provision further. Changes to the nursery routines since the last inspection mean that children benefit from more opportunities to become independent.

This helps to prepare them for the next stage in their learning, and move on to school.

Safeguarding

The arrangements for safeguarding are effective.The provider follows safer recruitment procedures to make sure that all staff are suitable and have the skills they need for their role.

Staff demonstrate a secure understanding of procedures to keep children safe. They know the signs that may indicate a child is at risk of harm and how to identify and report concerns. The manager ensures that the staff keep their knowledge up to date, for example through training and staff meetings.

Security measures are effective and access to the premises is monitored well to help keep children safe. Clear safeguarding policy and procedures are in place, which are shared with parents.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance older children's learning further through their play, in particular to support their mathematical development nincrease opportunities for children to explore songs and rhymes, to help support their early literacy skills fully.

Also at this postcode