Northfields Nursery Woodkirk

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children leave their parents happily with a wave. They are greeted at the door by caring staff, who know them well. Children confidently enter the provision, excited to see their friends.

They smile and giggle as they engage in play. Children enjoy sitting with their key worker as they discuss the activities on offer that day. They talk about what is for lunch that day and the fruits they enjoy before heading off to play.

Staff provide learning opportunities, both indoors and outdoors. Children know the environment well and explore it with confidence. They enjoy putting on a performance for their friends as they each s...ing a song in turn.

This is met with a round of applause from their friends, who eagerly watch the performance. Children beam with pride, as they are praised for their wonderful singing. Children have the opportunity to learn about living things and the world around them.

Older children talk with the inspector about 'Sheldon' the tortoise. They enjoy talking about his many adventures, such as exploring the autumn tray. They show the inspector 'Sheldon's' diary, in which they have documented his growth.

Younger children enjoy planting seeds and exploring mud. They laugh as the soil drips through their fingers.

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

Children benefit from a programme of activities that they thoroughly enjoy.

Children have lots of opportunity to develop their physical skills. Older children enjoy balancing on stepping stones as they excitedly escape a 'crocodile', while younger children confidently climb play equipment. Staff take the lead from children and plan exciting and stimulating activities based on their interests.

Children have the opportunity to consolidate their learning. However, staff are not always aware of children's next steps.Staff support children's communication and language development well.

Children benefit from meaningful engagement from staff, who know them well. They chat about home confidently and share ideas. Children are exposed to new vocabulary as they play.

For example, they are introduced to the words 'herbivore' and 'carnivore' while discussing what dinosaurs eat. Younger children enjoy reading stories and singing nursery rhymes with their key person.Children with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds are supported very well.

Staff work in partnership with a variety of multi-agency professionals to ensure that all children have the appropriate support needed. Consequently, all children, including those with SEND or those from disadvantaged backgrounds, make good progress.Children are confident and independent.

They chat with the inspector about their day and what they enjoy doing at nursery. Children take off their own coats before hanging them up and putting on wellingtons to go outside. They wash their hands before lunch and serve themselves at the dinner table.

This is met with lots of praise and encouragement from the caring staff team.Staff have clear expectations of children's behaviour. They model positive interactions and take swift actions to manage any unwanted behaviour.

All staff have completed children's mental health and well-being training. They are sensitive and respectful towards children's feelings and spend time supporting them to manage their emotions. As a result, all children behave well.

Lunchtime is a social occasion. Children serve their own lunch as they sit and talk with their friends about the day. Staff sit alongside children to support conversation.

Children benefit from a healthy and nutritious home-cooked meal. They talk about making healthy choices and brushing their teeth twice a day.Parents are happy with the care and education that their children receive at the setting.

They talk about how happy their children are to come each day and the good progress they have made. Staff share information with parents about children's progress and about what the children have been doing throughout the day. However, the manager has not yet implemented a system to gather feedback from parents.

This does not support the continual improvement of the setting.

Safeguarding

The arrangements for safeguarding are effective.The manager takes steps to ensure that all staff have strong safeguarding knowledge.

They have regular training and refresher sessions to ensure that their knowledge remains up to date. The setting has risk assessments in place that ensure the learning environment, both indoors and outdoors, remains safe for children. Children are made aware of risks in the environment and help staff to perform frequent safety checks.

Staff are aware of measures to take should they have a concern about a child's safety or welfare. As a result, referrals are made swiftly.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that staff are aware of children's next steps and that these are supported through meaningful activities consider further opportunities for gathering feedback from parents, to ensure that the quality of service provided remains high.