Katey’s House Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The manager and staff create a calm and relaxing atmosphere in the nursery.

They are positive role models and have high expectations of children. Children settle well and separate easily and happily from their parents. They are inquisitive and eager to learn in this well-equipped and welcoming nursery.

Children have plenty of opportunities to develop their physical skills. They enjoy daily outings to the local library, parks and markets. This helps children to develop an understanding of their local community and learn to stay safe.

Children build secure attachments with staff and show they are keen to explore... their surroundings. They demonstrate confidence to try new activities, and have a positive attitude towards their learning. For example, children enjoy hanging decorations on the Christmas tree.

Children's individual paintings and collaborative artwork are on display throughout the nursery. The manager emphasises the importance of this in recognising children's efforts and building their sense of pride. Children's behaviour is good throughout the nursery.

From the youngest age, babies and toddlers are encouraged to share, take turns and be kind to one another.

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

The manager and staff are a hard-working team and are determined to provide the best quality of care and education for children.Children follow daily routines well, and have plenty of opportunities to develop their independence skills.

For instance, they are encouraged to cut up their fruit for snack time and pour their own drinks. Staff encourage older children to volunteer to be 'helpers'. Children enjoy setting the table, watering the plants and helping their friends.

This builds children's confidence and self-esteem.Staff plan a varied and interesting range of activities for younger babies, who enjoy learning through their senses. However, there is scope to improve planning further, for example by anticipating that babies are likely to put some things in their mouth, and ensuring that they have plenty of suitable resources to choose from.

Children benefit from a good start to their early education. They are highly engaged in their play and fully motivated to learn and explore. Children progress through the nursery and leave for school confident, sociable and ready for their future learning.

The manager consistently monitors practice and identifies training opportunities. Staff have regular supervision meetings and have allocated time to plan, prepare activities and undertake additional duties.The key-person system means that children's emotional needs are met well.

Staff are aware of children's individual needs, and provide children with plenty of choice. For example, those children who want to sit quietly and look at a book have the space to do so. Others may choose to take part in different planned activities.

Staff provide engaging opportunities for children to practise their mark making and develop their early writing skills. Children have access to paper, clipboards and wipe boards, and write their names with good concentration.Parents are fully involved in their children's learning and development.

Staff work closely with parents, and have established good links with partner agencies to make sure that children's needs are quickly identified and assessed. Children learn well, including those with special educational needs and/or disabilities.The 'golden rules' are consistently followed throughout the nursery.

This helps children to establish clear boundaries and develop an understanding of how to respect and value the differing needs of their friends.Children learn about healthy lifestyles. The nursery's chef provides an appetising, nutritious menu and caters for specific dietary needs.

Lunchtime is a sociable occasion for children, who serve their own meals and are supported well by the staff.The curriculum offers a broad range of learning experiences. Children learn about letters and their sounds through planned activities such as daily phonics sessions.

Staff work hard to make sure every child achieves well. They regularly observe children, and use their observations to plan activities. On occasion, activities do not support individual children's next stage in learning because they are either too easy or too hard.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff keep their safeguarding knowledge up to date. They have a good understanding of the signs and symptoms which may indicate children are at risk of harm.

They know the procedures to follow if they have a concern about a child in their care. Risk assessments are effective, and staff set clear rules and boundaries that help children to keep themselves and others safe, especially during outings.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: target learning opportunities at the right level so that children maintain their interest and gain the most from their learning review the planning of resources to support babies more to explore through their senses.