Leo’s Childrens Nursery, West Bridgford

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are warmly welcomed by staff as they arrive at the nursery. Staff talk to the children about what activities they have been doing in their time outside of the nursery. Children have access to a wide range of resources as they begin their day.

For example, children in the pre-school room cut up real fruit and vegetables with knives to develop their fine motor skills. Children are kept safe while they take part in these activities, as staff supervise and remain close by.Children are happy and keen to be involved in the activities on offer.

Children concentrate well as they enjoy listening to a story about a witc...h with their friends. Children use a pretend wand that staff have made from a whisk and ribbons during story time. This sparks children's interests and they are told they can all make a wand after lunch.

They are then provided with resources, so they can have a go themselves.Children behave well as they patiently wait for routines to start, such as lunchtime. They are reminded to use their 'listening ears'.

Staff appropriately manage any behaviour which does not match expectations. Children develop empathy as the staff ask them how the unwanted behaviour might make them feel.

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

Staff have robust procedures in place so that children are safe when they attend the nursery.

They make sure that doors and gates are locked to prevent unwanted visitors. Visitors are asked to sign in and are reminded that mobile phones are not allowed in the nursery.Staff obtain important information about children when they first start, including what they know and can do.

Parents are involved in these initial assessments so that staff can start planning appropriate learning opportunities straight away. Children are making good progress in their development.Staff know children well and provide activities relevant to children's age and stage of development.

Staff in the youngest room understand the importance of language development and know how to support this. Babies babble to each other as they enjoy standing up and looking out of the window into the garden. Staff ask parents important questions, such as how children have slept the night before.

They offer reassurance to the youngest of children as they are dropped off. Staff use the information they know about children to settle them into their day, for example, by playing music.Staff promote a love of reading throughout the nursery.

They read to the children with excitement and enthusiasm. Staff use reading as an opportunity to extend children's learning by talking about colours and weather. However, at times, in group sessions, less confident children are not always fully included.

Staff are excellent role models. As a result, children's self-esteem and confidence are supported. Staff give children regular praise and offer opportunities for them to have some responsibilities.

For example, children are invited to set the tables at mealtimes. Children have the confidence to have a go and concentrate as they use their imagination to make a flying car. They take pride in their achievements and are keen to show adults what they have made.

Staff ensure that children's health needs are supported by gathering important dietary information. They work together with parents to act on any changes in these needs. However, staff do not always use mealtimes as an opportunity to support children to understand the importance of making healthy choices about food.

Staff benefit from regular meetings with managers. They discuss the children in their care, staff well-being and the individual targets set for their development. Leaders ensure that staff are recruited safely and they carry out necessary checks to support this.

However, leaders do not always fully document the range of the checks carried out.Staff share information with parents about what they are working on with their children. This is to encourage parents to offer further support to their child's learning at home.

For example, a 'child focus' sheet is sent home which includes children's next steps and interests and seeks parental input into this. Staff provide additional experiences to complement what children have at home. For example, children are taken to the park to experience sensory play in getting muddy and messy.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff are aware of their responsibility to keep children safe. They are aware of the signs and symptoms which may indicate that a child is at risk of harm.

They know the correct procedures to follow should they have these concerns. Staff keep children safe by recording accidents that happen in the nursery. Injuries that children arrive with, which have happened outside of the nursery, are also documented and monitored.

Staff hold appropriate first-aid qualifications so that they can respond to any accidents. Risk assessments are also completed so that any hazards can be identified and risks minimised.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that, during group activities, less confident children are identified by staff and are included more support children during mealtimes to develop knowledge of the importance of healthy eating support the recruitment process further by maintaining full and relevant records.