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What is it like to attend this early years setting?
The provision is inadequate
Staff do not demonstrate an understanding of who to contact, externally, should they have a concern about a child. Leaders do not always follow the correct procedures if they have concerns about a member of staff. In addition, leaders have not informed Ofsted about changes to the directors of the company to enable the required suitability checks to be completed.
This compromises children's safety.Children and their families are warmly welcomed into this inclusive nursery. Children settle quickly on arrival, finding their favourite activity or toy.
Children build very close bonds with staff and are comfortable to ...go to them for comfort and cuddles.The curriculum is varied and interesting for children. Staff clearly identify what skills and knowledge children should achieve before they move on to school.
Staff working with the younger children have used the knowledge gained on recent training to reorganise the playroom and resources. Children are curious, confident and are engaging with the toys for longer periods. Older children enjoy choosing their own activities and become engrossed in imaginative play with the small-world toys.
Children display positive behaviours. For example, they listen carefully to instructions from staff, help to lay the tables for lunch and tidy up after activities.
What does the early years setting do well and what does it need to do better?
Leaders do not have sufficient knowledge and understanding of when to notify Ofsted of changes or events.
They have failed to notify Ofsted of changes to individuals connected with the nursery and of a significant event regarding a member of staff. Although staff undertake training in child protection, they do not demonstrate an understanding of local safeguarding procedures and where to refer concerns externally. These breaches of requirements compromise children's safety.
Staff in the pre-school room skilfully deliver a daily circle time activity. They support every child to participate as they greet each other, sing familiar songs and recall the golden rules. Staff manage the children's discussions really well and reinforce and extend learning, such as when they discuss healthy eating and oral care.
Staff ensure the length and pace of the activity is supportive of learning. Children demonstrate high levels of enjoyment, attention, concentration and confidence.Younger children enjoy exploratory play.
Staff use children's interests to support what individual children need to learn next. For example, staff put particular toys outside to encourage children's physical development and their socialisation with others. However, staff working with the younger children are less confident in the curriculum and therefore unsure of what they want children to learn from all activities.
Staff working with the older children make careful use of questions to prompt children's thinking, such as asking 'I wonder what will happen if...'
As younger children babble, staff talk to them to encourage these early sounds, and they sing and chat to them during routines. However, on occasion, staff ask questions that are too difficult for the children, or they answer questions before the children have replied.Leaders have a strong commitment to building parental partnerships.
The passionate and dedicated staff ensure that inductions are informative and supportive and that there is an ongoing flow of information for all parents and carers. This includes workshops on topics to ensure the safety and well-being of children, such as the use of dummies and safe sleeping. Parents are highly complimentary about the staff and how they enable an inspiring, nurturing and warm environment for children.
The long-serving and dedicated team of staff report high levels of happiness and well-being. Regular supervision sessions ensure that staff feel supported and appreciated in their roles. Staff attend training that builds their knowledge and skills of how to support children's learning, for example supporting children who speak English as an additional language.
Partnership working is highly effective in meeting the needs of children. For example, staff maintain regular communication with the adjoining school nursery to ensure a seamless transition for children.Children's health and well-being are well promoted.
Children enjoy a healthy home-made meal at lunchtime. They learn about different foods, for example, when they grow vegetables to eat at snack time. Staff support children's oral health regularly and consistently.
They follow children's routines at home to meet their individual care needs. Staff offer parents support and guidance whenever needed, including signposting to external agencies.
Safeguarding
The arrangements for safeguarding are not effective.
There is not an open and positive culture around safeguarding that puts children's interests first.
What does the setting need to do to improve?
To meet the requirements of the early years foundation stage, the provider must: Due date ensure that all staff understand the safeguarding policies and procedure and where to refer concerns.02/10/2024 To further improve the quality of the early years provision, the provider should: strengthen staff understanding of the curriculum goals for children under the age of two and support them to implement the curriculum consistently.
