Noddy’s Private Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The setting's curriculum is not clear.

Leaders do not ensure that all staff understand what they want the children to learn. Staff plan activities which are topic based, such as healthy eating, and children enjoy taking part. However, staff do not plan or deliver them in a way that builds on what all children know and can do, including those with special educational needs and/or disabilities (SEND).

This does not support children to make consistently good progress. Children settle well on arrival. They separate from parents and carers and are pleased to see their key person and their peers.

Staff are caring and c...hildren enjoy attending the setting. While children have positive relationships with their key person, staff do not know enough about what children have learned prior to starting at the nursery, to securely plan for and consistently support their next steps. Staff are good role models for children's behaviour.

Children are encouraged to use good manners and to take turns with resources. As a result, children are beginning to learn to manage their own conflicts and show care and concern for each other. Children enjoy group time.

They look forward to seeing who has been chosen to be the 'special helper'. Children learn the days of the week and discuss the weather.

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

The curriculum is not sequenced consistently well, to help build on all children's capabilities.

At times, there is too much focus on what children enjoy rather than what they need to learn and in what order. This limits the progress that children can make.Children form close relationships with their key person and parents praise staff for the genuine care they show to children.

Staff comfort children and offer them reassuring warmth and affection. Babies follow a routine with plenty of time for rest and sleep when needed. This helps children to feel safe and secure in the setting.

The support for children with SEND is not good enough. The setting does not act swiftly enough when children are identified as needing additional support. The delayed action for children with SEND does not help to narrow gaps in their learning and development.

The curriculum provides opportunities for children to learn about nature and living things. Children use their imagination well as they play with plastic minibeasts. They enjoy exploring the different 'bugs' using magnifying glasses.

This helps to support children's understanding of the world around them.Staff provide children with plenty of opportunities to play outside and develop their physical skills. The children have good spacial awareness when moving around the outdoors.

They enjoy having breakfast outdoors. Their health and well-being are suitably supported.Children are encouraged to be independent.

They confidently help to self-serve their lunch. Younger children feed themselves at mealtimes and develop good physical skills. Lunch is a positive social occasion and staff act as positive role models as they enjoy lunch with the children.

This encourages children to eat a range of nutritious meals provided.Staff plan activities that children can play together. Children enjoy exploring the play dough, adding glitter to make it 'sparkly'.

Children support each other in their play and they learn to share resources. This helps children to build positive relationships.Recruitment and induction procedures are robust and help to ensure that all staff working with the children are deemed suitable to do so.

Staff attend mandatory and specific training to further their professional development. Staff well-being is given high priority and staff report they are happy and committed to the setting.All staff have a robust understanding of safeguarding and child protection.

The premises are clean, safe and secure and staff implement effective hygiene procedures. Children are supported well during toilet training. This further ensures children's safety and well-being.

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 further improve the quality of the early years provision, the provider should: plan a curriculum that builds on what children know and can do, to support all children to make good progress take swift action to support children with SEND even further, to help them make the best progress they are capable of and to narrow gaps in learning where possible.