Nappy Gang Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy to nursery.

They are confident in the nursery routines. Staff greet them warmly as children take off their coats and hang them on their labelled pegs. Children can find their own name cards and place these on a board to register themselves into the setting.

They excitedly give staff a high five or a thumbs up to express how they are feeling. All children, including those with special educational needs and/or disabilities (SEND), receive effective support and interventions to help them make good progress. The setting works in partnership with parents and external professionals.

Together th...ey set clear targets to help children who need additional support to make progress. Babies and children with SEND are supported to communicate their wishes. This is because staff effectively use baby sign language so they can understand children's needs.

Children behave well as staff have high expectations for their behaviour. They skilfully support children to understand the consequences of their behaviour. Older children can resolve disputes with their peers as they learn from the positive adult role models who guide them.

Children show respect for resources and share with their friends. They are developing good communication skills. Children are confident to talk and share what they enjoy doing at nursery.

They say they love to play with the play dough, the cars and ride bicycles in the garden. It is evident they have established secure relationships with staff and with their peers. Children play cooperatively as they enjoy playing with their friends.

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

The manager has effective systems in place to support and coach staff. This is evidenced in the positive feedback from staff who say they feel well supported by the manager. They appreciate the many opportunities to develop their skills through ongoing professional training.

Staff express they are happy in their work. This has a positive impact on their interactions with children. Staff are kind, caring and know their key children well The manager is clear of her leadership roles and responsibilities.

She has a good oversight of the curriculum. She monitors the quality of staff's planning and their assessments of children's progress. However, recent monitoring of practice has not been precise enough.

This is because there are occasions when staff in the baby room do not consistently engage all babies in high-quality learning experiences.Staff promote children's health and hygiene well. Children are encouraged to wash their hands regularly and before snack and mealtimes.

They are encouraged to brush their teeth after eating their lunch. Children confidently choose what fruit they would like at snack time. They help themselves to milk or a milk alternative to meet their individual needs.

Children are developing good physical skills. They enjoy playing energetically in the outdoor area. They are confident to climb, balance and ride bicycles and scooters, showing effective coordination skills.

All children including babies have continuous access to the outdoor environment. This supports them to make choices about their play.Children are developing valuable self-care skills.

They enjoy helping themselves to lunch. They confidently make choices about the amount of food they wish to eat and help themselves to more when they remain hungry. Lunch time is a relaxed social occasion where children chat amicably to one another.

Staff are close by to facilitate conversations. Children are praised for their cooperation, as they confidently share the bowls of food.Children are confident to approach staff and engage them in their role play.

Their self-esteem is boosted when staff enthusiastically accept pretend cups of tea. They tell children how delighted they are with the delicious snacks they have made. The impact is that children feel valued.

Staff follow children's interests, skilfully adapting their teaching to facilitate children's interests.Children persevere and concentrate in their learning. They are excited to explore the challenges of mixing colours together.

They mix blue and yellow paint to create green. They are delighted with their findings. Children enjoy painting with their fingers.

Staff encourage them to observe the difference in size when they use their smaller and larger fingers. They are developing important skills to support their move to school. This is because they are learning to listen, to concentrate and to follow instructions.

Parents speak highly of the nursery. They comment positively on their child's experiences and express that staff are approachable and friendly. There are many effective strategies to support parents to be involved in their children's ongoing learning.

For example, parents are encouraged to use the nursery library. They can share children's learning at home through an online application used by staff. However, parents express they would like the opportunity to come into nursery and be more involved.

This practice was stopped during the COVID-19 pandemic. Managers express a positive attitude to reintroducing this practice.

Safeguarding

The arrangements for safeguarding are effective.

The manager ensures that all staff have a good understanding of the nursery's safeguarding policies and procedures. Staff attend regular training and demonstrate that they are confident in their roles and responsibilities to keep children safe. They are clear of the procedures to follow if they have concerns about a child's welfare.

The manager and provider implement robust recruitment and vetting procedures. They continually assess staff's ongoing suitability, to ensure that they are suitable to work with children. Daily risk assessments help to make sure the environment remains clean and safe.

The manager and provider regularly review accidents. This helps to identify and remove any potential risks to children's safety.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen teaching further to ensure that children of all ages receive consistent high-quality interactions strengthen partnerships with parents to support children's care, learning and progress even further.

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