Nelly’s Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and eager to explore the exciting range of resources in this stimulating environment. They confidently make choices about what to play with and become engrossed in activities that interest them. For example, children spend time building a ramp with wooden blocks for cars to roll down.

Children enjoy exploring paint to make marks outdoors. Staff teach them how to squeeze their chosen paint from the bottle and talk to them about what happens when they mix the colours together. Toddlers enjoy exploring the texture and giggle when they look at their messy hands.

Staff have high expectations for children'...s behaviour. They help them resolve their own problems, such as taking turns with popular toys. Despite the recent changes in staff, children have a good relationship with all staff.

Older children engage in back-and-forth conversation with adults and babies smile and reach out for cuddles, showing they feel safe and secure. Leaders and managers are clear in what they want children to learn. They are ambitious for children to make good progress and be ready for school.

There is a strong focus on following children's interests and promoting imagination and problem-solving. The well-sequenced curriculum helps children build on what they can already do and make good progress.

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

Children's communication and language development are supported well, overall.

Staff use their interactions to introduce new vocabulary, such as 'crunchy', 'serving spoon' and 'gnocchi' at mealtimes. Children enjoy listening to stories and join in with action songs and rhymes enthusiastically. Staff engage children in conversation.

On occasion, the conversation moves on too quickly for some children to have time to think, which means they do not always get to share their ideas.All children have an allocated key person who knows their individual needs well. Staff note what children are able to do and plan opportunities to develop their next steps in learning.

These are shared with parents via an online app with suggestions of things they can do at home, to support children's learning even further.Staff teach babies to feed themselves and pre-school children learn to serve their own lunch. Staff work in partnership with parents as children learn to use the toilet.

There are occasions when it is more challenging for children to meet their personal needs independently. For example, younger children are distracted when settling themselves for sleep due to other activity in the room. However, this does not have a significant impact on children's well-being as staff respond to their needs promptly.

Staff provide children with opportunities to extend their small-muscle strength. For example, young children use their fingers to poke and pull play dough, while older children learn to use tools such as rollers, cutters and scissors. This helps children develop the control they will need to learn to write.

Staff are positive role models for children. Through sensitive interactions, they encourage children to cooperate with each other and respect the views of others. They help children learn to manage their emotions when they become upset by offering cuddles and talking about their feelings.

Parents say their children are happy and enjoy their time at the nursery. They say they feel listened to when they raise concerns and that managers take steps to remedy any concerns.Leaders and managers have taken appropriate action to ensure a good level of care, such as reviewing the staffing arrangements to ensure children receive care from familiar staff.

Thorough induction programmes mean staff know the policies and procedures at the nursery.Staff feel extremely well supported by the manager and receive regular feedback on their role. The manager is a good role model for staff and works alongside them to provide good-quality learning opportunities for the children.

Safeguarding

The arrangements for safeguarding are effective.Staff supervise children well and intervene promptly to prevent accidents. Suitable first-aid arrangements mean any injuries or illnesses are responded to quickly.

Staff recognise the signs and symptoms of abuse and know how to report their concerns, including allegations against colleagues. There is a clear mobile phone policy in place to protect children. Risk assessments are effective.

Hazards are identified and the manager takes steps to minimise the risk of harm. The manager follows effective recruitment procedures to ensure only suitable staff are employed.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nextend opportunities for children to share their ideas and find their voice, to develop their communication skills further consider how children can have more opportunities to manage their personal needs, such as sleep and toileting, throughout the day.