Muddy Wellies Nursery at YMCA

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children develop in confidence in this friendly nursery. Staff welcome children and their parents warmly each morning.

Children settle very quickly into playing. They encourage their friends to play with them. For instance, they pick up a toy crocodile and pretend to make it talk to their friends.

Children enjoy the variety of activities on offer, such as playing in the home corner or with play dough. Babies enthusiastically join in with group times. For example, they sing songs with staff and their friends during 'mat time'.

Children are well behaved and happy.The new management team has put in place an effec...tive new curriculum. Children cheerfully spend lots of time learning outdoors.

They explore the natural world in their own forest school area. Children freely talk to each other about what they have learned. Staff promote a love of reading.

For example, they read stories to children in the new 'woodland den' area. Children look at books independently and sing nursery rhymes linked to the story to each other. Children excitedly ask their parents if they can chose a book to take home from the library.

Children make good progress across the curriculum.

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

Leadership and management are strong. The new manager and deputy manager work well alongside each other.

They are proactive in seeking help from outside agencies when needed. They have made considerable positive changes to the nursery already. For example, they have put in place an effective new system for recording and monitoring safeguarding concerns.

The manager has a clear vision for the curriculum, with a focus on reading, communication and language and outdoor learning. Staff work well in teams to plan adult-led activities which build on what children already know and need to know next. They use themes to help children make links to different areas of learning.

For example, staff teach children to compare sizes of objects after reading the story of 'Goldilocks and the Three Bears'. The curriculum is effective.The special educational needs and/or disabilities coordinator (SENDCo) quickly identifies children in need of extra support.

She works well alongside other agencies to put in place plans to support children. The SENDCo has put in place a new training programme for staff to help children with special educational needs and/or disabilities (SEND). However, these strategies are not yet fully embedded, and sometimes, children with SEND need more support in activities to be fully included.

Children become deeply involved in their activities. Staff take an interest in the children's ideas. Staff develop children's thinking through questioning and talking to them.

For instance, children play in the popular mud kitchen, scooping mud and water from the ground. Staff talk to the children, who happily pretend they are making them mud soup. Children learn to be imaginative and develop their speech as they play.

Children's behaviour is good. Children have good relationships with staff. Babies and toddlers happily cuddle into staff for comfort.

Children share toys and equipment with their friends. For example, children readily work alongside each other to create paintings on huge pieces of paper.Staff are dedicated and enthusiastic.

They are keen to provide children with a wide variety of exciting experiences. Children particularly enjoy dancing to music with the staff. However, at times, the noise level in the nursery can be a little too loud.

At these times, it is difficult for children to sleep or concentrate to take part in other adult-led activities.Partnerships with parents are good. Parents appreciate the interest the 'amazing' staff take in their children's well-being.

They praise the good communication they receive about their children's progress, such as through daily discussions and parents' evenings. Parents are particularly happy with the changes the new manager has made. For example, they appreciate the new nursery entrance where they can talk more comfortably to staff.

Safeguarding

The arrangements for safeguarding are effective.The manager ensures staff regularly update their safeguarding training. Staff have a good understanding of the signs and symptoms of abuse.

They have the opportunity to discuss safeguarding concerns as part of team meetings. The manager has implemented a clear new system of recording concerns and acts on them accordingly. Staff understand the whistle-blowing procedures within the nursery and are very clear on how to report potential concerns about a colleague.

The manager undertakes thorough risk assessments of the premises. She has put in place additional safeguarding measures, such as using keypads to lock doors within the nursery.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide further training for staff to enable them to fully support children with SEND during group activities consider the timings of activities so children can sleep or learn in a calm environment.