Neverland Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children and staff are very happy in this friendly, homely nursery. There is a sense of joy, fun and laughter, and children immediately settle to play.

The setting is a light, bright, natural space for children to learn and grow. Children develop secure attachments with staff, who respond to their needs very well. Parents feel confident about children's well-being and feel that staff take the time to get to know their children and are genuine in their interactions.

Parents speak very highly of the quality of care and education and comment that their children thrive at this setting.Staff focus on developing children's p...hysical skills. Promoting a healthy lifestyle has been a focal point during the COVID-19 (coronavirus) pandemic.

Staff encourage children to make the most of the outdoor space in all weathers. Children explore their community and local area on a regular basis. They go for daily walks to the church, park, library or community centre.

For example, they walk to the local church and water the flowers. Leaders regularly adapt the area so all children maximise their physical skills. Babies show their increased physical ability by pulling themselves up and then reaching for objects.

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

Children's behaviour is good. Staff model respect and kindness, and children respond to this. For example, when a friend is kind, they give them a token for the kindness jar to celebrate good behaviour.

Older children role model this to younger children and encourage them to be 'a good friend'.During mealtimes, children wait patiently and pass each other jugs and cups. They serve themselves a wide range of healthy, nutritious food.

They prepare their own snack, cutting food and using tongs to place sandwiches on plates. Staff praise children and children praise each other. Children's self-confidence and self-esteem are then very well supported.

Children with special educational needs and/or disabilities are very well supported. Timely interventions by staff ensure children make good progress. Throughout the COVID-19 pandemic, staff kept in touch with parents.

Children's learning was supported at home if they were unable to attend.Staff know children very well. They take into account their starting points and what they already know and can do, and extend children's learning further.

For example, when leaves were freely blowing around the front garden, children used leaf pickers to pick up them up, commenting on quantity and shapes. While doing this, they watched traffic going by. Staff then extended the activity by commenting on the shape of the lorries.

Children sat in the sunshine and drew shapes to represent the traffic, making comments about what they could see, such as 'Look! I can see a massive orange lorry'.Children are not always encouraged to listen to stories with wonder and awe. Staff do not always make the most of opportunities to foster a love of books and storytelling.

On occasions, staff talk over each other while children are sat listening to a story. This means older children lose interest and cannot recall what the story was about. Some early literacy skills are then missed.

Staff develop older children's vocabulary well. They introduce new words in play. When racing cars down ramps, staff comment the car is the fastest because it is 'streamlined'.

Staff then expertly explain what this means. Staff revisit words to ensure children have acquired this new knowledge. Staff then build on what children know.

Younger children are provided with lots of ways to understand meaning and concept. Yet, staff often interrupt children's play with too many closed questions. Children are not always given time to think, consider and respond.

Staff, on occasions, redirect children's play away from what children intend to do. This means children are not given time to fully develop their thinking or play.Leaders are knowledgeable and highly ambitious for children who attend.

They have the best intentions for children in their care. They adapt and change the environment to maximise space and opportunities for play. Staff feel supported and valued in this very friendly team.

Regular staff meetings ensure leaders give opportunities for reflection and professional development.

Safeguarding

The arrangements for safeguarding are effective.Staff and leaders have a clear understanding of the signs of abuse.

Safeguarding is regularly discussed at staff meetings. Leaders share changes in legislation in a timely fashion. Staff understand what to do and who to contact if there are concerns about any member of the team.

Children know how to keep themselves safe. For example, they walk on the pavement alongside the road. They use their hands to keep 'touching the wall' so they are far away from the road.

Regular risk assessments are undertaken in the setting and daily checks take place. Visitors are reminded of current guidelines during the COVID-19 pandemic.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure children have time to maximise their ideas and build on emerging interests provide more opportunities for children to build on early literacy skills.