Once Upon A Time

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff at the nursery create a home-from-home environment. They build strong and trusting relationships with children.

All children feel relaxed and happy. In the garden, staff spend time playing with children, they make mud pies and discover worms in the soil. Staff support children's understanding of the world around them as they teach children about nature.

For example, children learn that worms come out of the soil when it rains. Children are learning about the world around them. They are keen to learn new knowledge and skills.

Staff create challenging activities that promote all children's learning. They t...each children to be observant by making biscuits and conducting science experiments. Children are eager to join in.

For example, they laugh with excitement as they see what happens when they combine different liquids and colours to make foam. Children have positive attitudes to their learning.Staff support children to recognise their own feelings.

They teach children to recognise different emotions. Children feel listened to. Staff create an environment that supports children's emotional well-being.

When children struggle to control their feelings, they take themselves to the calm area. Children feel safe in the nursery and they behave well.

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

The manager and staff design a curriculum that supports the interests of all children.

They encourage children to explore freely. Children make choices about what they want to learn. They know it is okay to get messy and clear up after themselves.

Children feel relaxed and free. They are open to trying increasingly challenging activities.Overall, staff create an environment where children feel challenged.

However, on occasion, the planning of focused activities does not fully consider the learning needs of all children. Children do not always reach the best possible outcomes during these times.Staff find out what children know and can do.

They identify gaps in learning. Staff effectively use funding for disadvantaged children to promote their individual talents and interests. Where children need expert support, staff work with external agencies to seek out help.

All children, including those with special educational needs and/or disabilities, reach their developmental milestones.Overall, interactions between staff and children are strong. Staff know how to repeat and introduce new vocabulary to children.

However, on occasion, staff do not always wait long enough for children to respond when asking questions. Not all children develop fluency at the highest levels.Children's emotional development is well supported.

Staff listen to children and guide them to be kind to others. Children learn to consider the feelings of their friends. They learn how to share and take turns.

Children of all ages behave well.Care practices are effective. Children wash their hands at lunchtime.

They put on their wet weather gear to go outside. They are learning to be independent and do things for themselves. Children feel competent, they have high levels of self-esteem.

Parent partnerships are strong. They report that they enjoy coming into the nursery to share what children are learning about. Parents say that the information they receive from the nursery helps them to support their children at home.

Children's physical development is well supported. Children spend extended periods of time outside in all weathers. Staff plan visits to the park and local shops.

Children spend time on the large field behind the nursery. They have plenty of fresh air and exercise. They are developing their physical strength.

Staff at the nursery teach children about differences. Children learn about different family dynamics. Staff expose children to a range of people who are different from themselves.

They have visitors to the nursery who do different jobs. Children are learning to understand and respect the difference between themselves and others.The manager supports staff well.

They carry out regular supervisions of staff to support their continuous professional development. Staff report high levels of well-being. They say that the training they receive helps their teaching skills to continue to develop over time.

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: develop further the planning of focused activities, so that all children reach the best possible outcomes strengthen techniques used by all staff, so that children gain fluency at the highest levels.

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