Jubilee Park Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy playing and learning at the nursery.

Staff provide enticing activities for children. For instance, children eagerly explore texture and colour changes as they play with brightly coloured slime. They learn about capacity and numbers as they fill and empty containers with mud, sand and water.

At the time of inspection, children were learning about people who help us in society. Staff make the most of opportunities to link into children's interests and fascinations. They use role play with emergency vehicles to teach children new words.

Children separate well from their parents as they arrive. They... immediately begin playing with and alongside their friends. Children behave well.

Older children inspire younger children to persist at activities they find challenging. For example, younger children persevere at keeping large tyres upright, as they roll them along outdoors.At mealtimes, children speak confidently about their favourite fruits and vegetables.

Staff teach children to use the language of feelings whenever they feel happy or upset.During the national restrictions, staff provided parents with ideas and activities to support children's learning at home. When the nursery reopened, children returned to their original key-person groups.

This contributed to children settling back well into life at the nursery.

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

Partnership with parents is a key strength. Parents say the nursery is highly regarded in the local community.

Staff work closely with parents and outside agencies to ensure that children with special educational needs and/or disabilities (SEND) develop well and make progress in their learning.The manager is very supportive of her staff team. She ensures they receive a thorough induction and opportunities to shadow more experienced staff.

She values staff's contributions when considering areas for improvement. Staff have been trained in the use of open-ended questioning. However, not all staff apply this effectively.

Some staff ask older children questions in quick succession. They do not give children enough time to think and consider their responses.Staff support younger children's language and communication very well.

For instance, they clearly narrate children's actions as they play. They introduce new vocabulary to children as they enjoy sensory play with dyed rice. Staff use visuals to support children to use these words again as they play.

Staff play simple games during one-to-one interactions with children. This helps children with speech and language delay to quickly move on from using gestures to saying words. This helps all children, including those with SEND, to make progress in their language and communication.

Children develop good physical skills as they play. They learn to climb, jump and balance by travelling along planks and jumping into hoops. Staff actively encourage children to use scissors, mark make, paint and draw.

During these activities, children learn to hold writing tools well and develop good small-muscle control.Key persons know their individual children very well. They use information from observations, together with what parents share, to make accurate assessments of children's learning.

Staff are clear about what children already know and need to learn next. When younger children move on to the pre-school rooms, their new key persons have a thorough knowledge of their starting points.Children are respectful and follow familiar routines.

For example, they line up to go outside and wait their turn during handwashing at lunch time. Children make decisions on where they want to play. They remain immersed in imaginary role play, pretending to make cakes and going shopping.

However, at times, when staff lead play outdoors, they are overly directive. They end children's activities prematurely. As a result, children sometimes miss out on opportunities to develop their play and extend their ideas further.

Children demonstrate an understanding of the importance of oral hygiene. They sing familiar songs about brushing their teeth. Later, they revisit this learning as they play with staff.

Staff thoughtfully provide opportunities for children to build an understanding of what makes them and their families unique. For example, children frequently refer to the display of family photos as they talk and play.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff are well trained and able to respond to any child protection concerns. They are confident in the procedures to follow in the event of an allegation about a colleague. Many staff hold advanced qualifications in safeguarding.

The manager ensures children are always fully supervised. Additionally, there is a closed-circuit television system which monitors all areas of the provision. The manager considers children's ongoing safety as they travel home.

During winter months, the nursery has a different opening and closing time to the rest of the year. This allows children to finish their nursery session during daylight hours.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove staff's questioning technique so that older children have enough time to think and consider their responses nincrease opportunities for children to develop their play and extend their ideas further during adult-led activities.