Otters Nursery Schools Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Overall, staff provide children with a well-planned curriculum which they adapt to reduce any gaps in children's development. As a result, children make good progress.

For example, staff use photographs of different activities to help less confident children make choices and feel emotionally secure.Staff set clear expectations for children's behaviour, encouraging them to work together during their play. Staff often use techniques, such as dimmed lighting for short periods of time, to provide children with a learning environment that helps them feel calm.

Staff successfully develop children's understanding of the world.... For example, they support children's understanding of events such as autumn and harvest, during walks in the local environment and outings to a church. Additionally, staff teach children about the community and other people's lives.

For instance, they invite children to bring food from home to contribute to a food bank. Children develop a sense of pride as they help staff load a van with the items they donate. Staff support children well to develop and use their imagination.

For instance, they help children to dress dolls and encourage them to share their ideas during their play. Children thoroughly enjoy making 'soup' using mud and water in an outdoor play kitchen.

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

Managers are highly committed to continually improving children's care and learning.

In the short time the nursery has been under new ownership, they have worked with staff and the local authority to make changes that have significantly improved outcomes for children. For example, they have successfully improved children's safety, ensuring the premises is safe and that children are well supervised at all times.Managers meet with staff individually to discuss their well-being and training needs.

They regularly observe staff practice, role modelling and supporting staff to continually improve their professional development. However, managers do not always monitor closely enough to make sure that all staff are consistent in challenging and extending children's learning during activities. For instance, staff do not always notice when younger children play repetitively with the same resources.

Consequently, there are times when children are not fully challenged in their learning and development.Staff support children to develop the skills they need for the future. For example, while reading stories and singing rhymes, staff skilfully develop children's listening skills, concentration and confidence to participate in group activities.

They support children to learn and use a wide range of vocabulary, for example, as they talk aloud during children's play and engage children in conversation.Staff support children well to develop physical skills, for instance, they help them learn to balance while using swings attached to trees. They plan activities that successfully capture children's interest and develop their hand-eye coordination.

For example, they show children how to use spoons to transfer powder paint between different containers. Children learn how to use tools safely during cooking activities.Staff respond to children's individual emotional needs, providing reassurance that helps them to feel happy and settled.

For example, staff sometimes use pictures and photographs to develop children's understanding of what happens next during daily routines.Staff successfully gain children's cooperation. They teach children to share and take turns, for example, using sand timers and watches during their play.

Children are happy, motivated learners who behave well.Staff support children well to develop good independence. They focus strongly on helping children learn to do as much as possible for themselves.

For example, as a result of improvements staff have made to routines, children confidently choose and use accessible resources, help themselves to cutlery at mealtimes and wipe their faces after eating.Managers and staff work hard to build strong partnership with parents and meet children's individual needs. There are clear aims to involve parents as much as possible in children's learning.

However, managers do not make sure that staff consistently share information with all parents about the food children eat at the nursery and at home to support their good health further.

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: strengthen support for staff so that all children's learning is consistently challenged and extended to support their good progress further strengthen information shared with parents about all children's dietary needs to support their good health further.