Krazy Dayz Nursery Ltd Oak Tree Farm

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and show high levels of engagement in this welcoming and homely environment.

They have formed secure emotional attachments with staff, who are very attentive to their needs. Children enjoy a variety of activities to help develop their creativity and imaginations. For example, children pretend to go fishing together on top of the slide and learn about the different creatures that live in the sea.

They are confident and well-behaved learners. Children understand the nursery routine and respond to instructions from an early age. Staff model positive behaviour and teach children to be respectful and kind... to others.

Children are inquisitive and explore the rich learning environment. They have developed a strong interest in books. They sit alongside staff and carefully turn the pages in the storybook.

Children giggle with excitement as a member of staff tells stories with animation, captivating their interests with a puppet. Children have meaningful experiences to learn about the natural world. They recycle their resources and use their imaginations to reuse these in their play.

For instance, children make a castle from cardboard boxes and paper rolls. Staff have high expectations for all children and use their knowledge of the children's needs and interests to support future learning.

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

Staff place a high priority on promoting children's personal, social and emotional development.

Children are skilfully supported to understand their feelings and emotions. Staff praise their efforts and achievements, and they learn how to effectively manage their own behaviour. As a result, children show high levels of confidence and a willingness to have a go.

Children are curious learners. They show delight as they are exploring the interesting environment around them. Resources capture the children's interests and they remain at activities for long periods of time.

This allows staff to build on the children's interests and extend their knowledge. For example, children explore with the play dough, using different colours and scents. Staff extend children's language by describing and smelling what they have made.

Staff promote preparation for school readiness. Children are encouraged to be independent in their self-care. They learn how to dress themselves and pour their own drinks.

Children are taught how to play cooperatively with others. Staff support children with their social skills and confidence in new situations. Children are offered activities such as cutting and name writing.

This helps them to be confident when the time comes for them to move on to the next stage of their learning.Staff have developed strong parent partnerships. Parents speak highly of staff and comment how nurturing and caring they are.

Parents state that staff provide a home-from-home experience. Parents receive information about their children's next steps and state that their children are well supported. They feel that their children are making excellent progress in their care.

Management are passionate about the service they provide. They lead the team with enthusiasm and want to provide a supportive setting for children and their families. The management team reflects on the quality of the provision and makes positive changes to improve outcomes for all.

Staff comment that they feel well supported and receive continuous guidance from them.Staff recognise the impact that the COVID-19 pandemic has had on children. Staff encourage children to understand the importance of going outside and the benefits it has on their health.

For example, children spend a lot of time in the garden and learn how to look after the animals on the farm. They grow their own vegetables in the garden and collect eggs from their chickens, using these for mealtimes and baking. This benefits children's physical and emotional well-being and supports their understanding of leading a healthy lifestyle.

Staff know the children well and complete regular observations, supporting them in their next steps of learning. However, staff do not currently make ongoing assessments about the children's progress. Therefore, gaps in their development are not quickly identified and addressed.

Safeguarding

The arrangements for safeguarding are effective.Staff demonstrate that they have a secure understanding of how to protect children from harm and how to refer any concerns to the appropriate safeguarding team. They know how to identify when children may be at risk from harm, including children who may be at risk of radicalisation.

Staff maintain accurate records of children's hours of attendance. This helps them to monitor any patterns for concern. Staff have effective training in safeguarding and child protection.

The management follow robust procedures when recruiting new members of staff. Staff carry out effective risk assessments and teach children about risks, so that they can keep themselves safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease knowledge of how to make effective use of ongoing assessments to ensure any gaps in children's development are quickly identified and addressed.