Nanpantan Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are greeted with smiles by warm and enthusiastic staff on arrival. They know the routine well and generally settle quickly to join in with activities.

However, these activities are not planned carefully enough to help close gaps in children's learning. Staff focus on children's understanding of mathematics and developing literacy skills rather than providing the support children need to help them develop strong communication and personal and social skills. These weaknesses in staff planning and practice are not accurately identified and addressed by the nursery.

Consequently, children do not benefit from a well-s...equenced curriculum or consistently strong teaching as staff are not routinely offered the support they need to develop their skills. That said, children appear settled and well cared for at the nursery. They build bonds with staff and show that they feel safe and secure.

Staff are warm towards the children, offering lots of praise and encouragement to reward the children's efforts and kindness. Children learn to share and take turns. Staff use a good range of strategies to help children understand the rules of good behaviour.

Children enjoy a range of activities that help them build their small and large muscles. For example, children squeeze play dough, use crayons to draw pictures and run outside.

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

The nursery curriculum does not focus on what each child needs to learn next.

Staff do not plan and tailor activities to the ages and capabilities of the children they care for. For example, staff provide magnetic letters and boards, encouraging children to identify the letters in their names and set them in order using name cards. However, this activity is not age-appropriate for most of the children who attend.

Consequently, children quickly become bored and wander off in search of something else to do. This does not help children to develop a positive attitude to learning.Staff do not constantly support age-appropriate learning or use routine activities to help children build on what they already know and can do.

Although the staff can identify some areas of learning appropriate for the ages of the children they care for, they do not accurately identify gaps in their learning or support children with developmental delays. For example, staff focus on teaching colours, counting and recognising numbers and letters rather than helping children's early language acquisition and social skills.Staff who are new to the nursery receive initial inductions and supervision sessions.

However, they do not receive regular ongoing support, coaching and training to help them further develop their skills, knowledge and understanding of how they can support children's learning and close the gaps in their development.For the most part, children show they are happy and settled. They engage in play and are eager to join staff in activities.

For example, children explore the colourful rice and lentils as they experiment with scooping them onto spoons and into bowls. These activities help children's physical development as they practise their small-muscle skills and hand-eye coordination.Staff support children's emotional well-being.

They pay close attention to children's feelings and provide reassurance when needed. Children start to recognise their emotions from a young age. For example, staff provide children with language to name their feelings, and they share books to help them understand how to manage these.

This helps children to understand and regulate their emotions.Staff promote children's independence through different activities, including washing and drying their hands before eating. Children sit at a table for a snack and serve themselves different fruits from a large tray using tweezers.

They collect their coats when it is time to go outside and choose where they would like to play.Staff model good manners and expected behaviour. They take time to explain their expectations to children.

At tidy-up time, staff thank children individually for what they have done, such as tidying up the cars, and they reward them with a sticker. This motivates children to behave consistently well. Children's confidence and well-being are nurtured by staff, who take the time to sit at activities with them.

Staff develop good partnerships with parents. They share information through information boards, an online app, parents' evenings and stay-and-play sessions. Parents report they are happy with the care their children receive and the progress they make.

Safeguarding

The arrangements for safeguarding are effective.There is 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 develop the curriculum intent and implementation to ensure meaningful activities focus on children's most relevant next steps in learning and help children make good progress in their prime areas of learning 14/02/2025 ensure that staff interactions with children are consistently effective in challenging and extending their communication and language skills 14/02/2025 monitor staff practice more effectively and provide targeted professional development to raise the quality of education to a good standard.

14/02/2025