Moorland Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders and managers do not have robust safeguarding procedures in place to ensure that children are kept safe. That being said, children are happy to attend the setting.

They benefit from caring and nurturing staff who support them well in their learning journey.The curriculum is well planned and supports children to develop skills in all areas. Activities are planned around the 'story of the week' to enhance children's learning.

For example, after listening to 'The Gruffalo' storybook, children explore their creativity by making animal headbands. They develop their small-muscle skills and hand-eye coordination ...as they mark make and design patterns to stick on the headband. Older children start to use scissors.

Staff give them time to try to make cuts themselves, and support them if necessary. This encourages children to develop new skills and build on the ones they already have. Younger children dress up in Gruffalo costumes and act out the story with their friends.

They develop their imagination as they pretend to roar like a Gruffalo or hoot like an owl.Staff have high expectations of children's behaviour. They help children by offering solutions and supporting them to manage their own feelings and think of others.

Staff remind children to use their manners, share, and turn take as they play. Staff listen carefully to what children have to say, which gives their conversations importance and raises their self-esteem. Children understand the routine of the day.

They follow instructions well and, in general, children's behaviour is good.

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

Leaders and managers have a clear recruitment procedure. They confirm staff identification and qualifications.

They obtain references, and staff complete a Disclosure and Barring Service check (DBS). However, in practice, staff who have not yet completed a DBS check are allowed to provide children with personal care. Although other staff are in the same room, due to the way that staff deploy themselves and the room layout, they are not always able to see the care procedures taking place.

Therefore, staff are not sufficiently supervised. This does not effectively ensure the safety of children in their care.The staff team has a wealth of experience.

The qualified teacher supports staff with supervisions and helps them to implement the curriculum. Staff undertake mandatory training, such as safeguarding and paediatric first aid. However, leaders do not provide targeted professional development to enhance teaching and the children's educational experiences even more.

Staff incorporate mathematics during everyday activities. For example, children estimate the number of children on the register and then count them. This helps children to understand numbers and give context to the numbers.

Children use colours and shapes to design patterns with pegs and blocks. Staff use language such as 'big', 'small', 'more' and 'less', ensuring that children hear mathematical language, which supports them in developing a positive attitude towards early mathematics.Children start to learn about their local community.

For example, staff arrange visits from the fire service, or take the children on a bus to experience the local well-dressing tradition. However, staff do not always consider ways to incorporate culture and diversity into the curriculum to broaden children's understanding of people and communities in wider Britain.Children with special educational needs and/or disabilities are well supported.

Staff involve outside agencies and parents where necessary. When there is a delay in receiving outside interventions, staff put in place their plans to support children's individual needs. This ensures that all children make good progress from their starting points.

Communication, language and literacy are interwoven into the curriculum. Staff model good language and encourage older children to sound out letters. There is a wealth of conversation as children are eager to tell staff about events that are important to them.

Children show an enjoyment of books. For example, they read stories to each other. Staff introduce key words, such as the characters of the book, and this aids children's understanding of literacy.

Staff encourage children to be healthy. They talk to children about looking after their bodies and the importance of exercise, which they do in a variety of ways. For example, younger children go outdoors to run around, splash in puddles, and try to catch the rain, squealing with excitement as they do so.

Older children take part in a physical activity session and dance to the music. Children build their large muscles, negotiate the space around them, and have fun as they participate in the activities.

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 and Childcare Register the provider must: Due date deploy staff more effectively to ensure that any staff who have not yet had suitable checks do not have unsupervised access to children.19/07/2024 To further improve the quality of the early years provision, the provider should: nuse professional development opportunities to enhance the quality of teaching and children's experiences even more consider ways to incorporate culture and diversity into the curriculum, to broaden children's understanding of people and communities in wider Britain.