Our Monkey Club C.I.C.

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive in good spirits, happy and excited to start their day at this welcoming nursery.

They immediately engage in play with other children, showing they feel safe and secure. Children form close attachments to the kind and caring staff, who have high expectations for children's behaviour. Staff provide consistent support and gentle reminders of rules and boundaries.

Children respond well to staff's guidance, and they behave well.Staff place a strong focus on promoting children's independent thinking. Children choose when they want to eat their meals and self-serve at mealtimes.

Children learn how to ...pour drinks by themselves and wash their hands on their own. All children become confident and independent learners. They are curious and inquisitive, choosing what and where they want to play.

Children who speak English as an additional language progress well. Staff use visual aids and words from their home language to help children to communicate their needs and feel secure. They provide a positive environment that closely supports children's emotional well-being.

For example, staff provide one-to-one care for children when they face difficulties with social situations. This provides comfort for children and helps them to deal with their emotions.

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

Staff and managers have a strong understanding of child development and how children learn.

Staff promote child-centred play. They know the children well and plan the environment and activities to support their next stages of learning. This includes children who speak English as an additional language.

This helps children to make good progress.Staff promote children's communication and language and offer children new language. They repeat language and ask children open questions, such as 'I wonder if', to extend children's exploration of ideas.

Staff use signs and actions to accompany their communication.Staff support children to understand the emotions they feel and promote self-regulation by listening to their bodies. For example, lunch and snacks are available for extended periods, and children decide when their tummies feel hungry and when they want to eat.

Meals are generally served outside if the weather permits. Children spend most of their time outside but can choose to play inside if they wish.Staff have created effective links with local schools.

They work closely with teachers to support children's transition to school. They make sure information is clearly communicated on each child. However, staff do not consistently talk to children or plan activities that help prepare them emotionally for the move on to school.

Children develop their physical skills supported by staff. For example, inside, children use pens and pencils to make marks on paper. Outside, children balance and climb on equipment.

They ride tricycles, fill and empty dumper vehicles with pebbles and enjoy collecting ingredients for mud pies with staff.Parents are happy with the nursery. They say that the staff communicate with them regularly through conversations, as well as the online app.

They know what their children's next steps are and who to speak to if they have a concern. Parents comment on their children's happiness and say they would recommend the nursery to other families.Staff say that they feel supported by their team and managers.

They add that they have regular supervision meetings, when they can share both personal and work-related issues, if they have any. Managers review staff performance as well as any training needs they may have. There is a robust induction process in place and apprentices are supported well.

Communication between staff is good. For example, if staff need to move away from an activity, there is a handover process between staff to ensure consistency with children's learning.Staff model appropriate behaviour, and behaviour management is good.

Consequently, children behave well and show respect to others. Children form close attachments with staff, and they play alongside or cooperatively with other children.Children's health and hygiene is supported by staff.

Children wash their hands before eating and after using the toilet. They enjoy a range of healthy food items throughout the day.

Safeguarding

The arrangements for safeguarding are effective.

The premises are safe and secure. Staff have a secure understanding of how to keep children safe. They know the signs and symptoms of abuse and what to do if they have concerns about a child.

Staff are aware of the process they should follow if they were to have concerns about another member of staff. They know the roles of the relevant local safeguarding partners and how to contact them. Staff receive regular training in paediatric first aid.

Managers implement safer recruitment processes, and staff are suitable and inducted effectively. Ratios are maintained and children are supervised well.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the transition to school process so children are ready for the next stage in their education.

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