Maples Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children demonstrate high levels of confidence and have extremely positive attitudes towards learning. They feel safe and secure due to the strong relationships in place with peers and adults. Children make independent choices about their play and explore exciting activities that fascinate and capture their interest.

They have good levels of language and articulate their views exceptionally well. Children receive rich and purposeful experiences that contribute towards supporting them to express themselves in a variety of ways. For example, they delight in sharing details about a recent visit to find out about a local artist and... take pictures of artwork found in the city.

Very young children are curious and motivated to explore sensory resources set up for them to discover. They confidently attempt to access play equipment that encourages their physical skills. Babies are fascinated by using a drumstick to beat a large drum and repeat the action of banging, excited by the sounds they create.

Overall, children behave well. They receive support to learn about behavioural expectations, including sharing stories to explore ideas of emotional well-being. On rare occasions, there are some minor altercations between children.

Staff offer support to help them overcome any upset, which contributes towards building children's resilience ready for their next stages in their education.

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

The manager is a highly organised and extremely strong leader, and has a thorough understanding of her responsibilities. She has created a well-designed and ambitious curriculum.

The manager continually reflects on all aspects of her provision, identifying ways to make ongoing improvements. She provides an extensive range of internal training for staff. This is aimed at allowing them to build on what children already know and can do.

Although there are some minor inconsistencies in teaching practice, the manager recognises the strengths in her staff team and offers prompt and sensitive feedback to individual staff.Children are well prepared with knowledge and skills to support them ready for their next stage in learning. Staff provide activities which ignite children's sense of fascination and wonder.

For example, older children have opportunities to learn about the concept of 'gravity' and 'space' linked to their interests. However, occasionally, some staff do not give children enough time to consider responses to questions. At these times, children do not receive the best possible support to develop their ideas and recall what they already know.

Staff work hard to get to know the children and their families very well. This enables them to understand individual children and plan precisely to meet their learning and developmental needs. Key persons work closely with parents and outside professionals to ensure that children with special education needs and/or disabilities receive support to help them catch up.

Targeted intervention plans are consistently implemented at the setting to help children reach their highest outcomes.Children show very high levels of motivation and staff successfully engage them experiences that promote their independence. Children take great pride in looking after themselves and learn about self-care.

They use mirrors so they can wipe their noses. They work in cooperation with their friends to clear their plates after a meal, wash their dish and help themselves to pudding.Staff support children to be respectful and responsible.

They value the views of children through the 'pre-school council'. This allows children to express their ideas to contribute towards positive changes in the setting. Currently, staff and children are working on a project to enhance the coup they have for the chickens they have nurtured since they were chicks.

This supports children learn that their opinions matter.Children of all ages have exposure to experiences that support their language skills. Babies hear rhymes being sung as they play with ducks in the water tray.

Older children engage well with story times. Staff point to words on the front cover and inside the book as they read. This helps children recognise that print carries meaning.

Staff expose children to new language. For example, they explain that the names on the front of books are the author and illustrator, and explain their roles.

Safeguarding

The arrangements for safeguarding are effective.

The designated safeguarding lead (DSL) demonstrates a secure understanding of how to fulfil the role to ensure that all children are safeguarded effectively. Leaders and managers ensure that staff receive regular training so they can identify indicators of abuse and act on this swiftly. Furthermore, all staff have secure knowledge around a variety of safeguarding issues.

These include domestic violence, extremism, county lines and non-mobile baby bruising protocols. The DSL and staff are familiar with the process to follow for making referrals in line with local procedures. The managers check deployment of staff so that children are well supervised.

Risk assessments are in place to ensure that children remain safe. For example, leaders check UV levels before allowing children to play outside.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: noffer even greater support for individual staff to recognise the importance of allowing children time to process and respond to questions.