Pallett Drive Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement There has recently been a change of management since the last inspection. New managers are committed to making improvements. They have clear plans in place and have begun making positive changes to ensure safeguarding requirements are met and improve the environments and quality of education.

However, these changes are still in their infancy and are not yet embedded robustly in practice to fully benefit the children. There are still some weaknesses with the curriculum and the organisation of the environments and activities. At times, these do not always stimulate children enough to hold their attention.

Younger children's... behaviour deteriorates over time because occasionally they struggle to remain engaged and involved in their learning. That said, children enjoy their time at the setting. They seek out their key person or familiar adults for comfort when they are feeling unsure.

They confidently talk to visitors, demonstrating that they feel safe and secure. Children enjoy listening to stories that staff read to them. Children listen well as staff describe emotions from the book.

Staff ask children to talk about what makes them feel happy or sad. This helps to bring meaning to the emotions they may feel. Staff provide children with praise following their contributions, to help develop their confidence and self-esteem.

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

Managers have worked hard to raise the quality within the nursery. They have addressed the safeguarding concerns since the last inspection. The manager ensures records are maintained and all staff have suitability checks carried out when they start at the setting.

The manager is focused on developing the curriculum and supporting staff in their understanding of how to implement this. However, not all staff consistently provide challenging activities that build on what children know and can do. During activities, staff do not always challenge children's learning effectively.

For instance, when children plant flowers in the garden, staff routinely carry these activities out, rather than challenging and extending children's knowledge and understanding further. This results in them losing interest and wandering off.Staff carry out regular observations of children to help them identify gaps in their learning.

They work with the special educational needs coordinator when they identify any concerns in children's development. Most children enjoy the activities on offer, and some become intrigued by what they find in the sensory trays. However, staff do not always consider effective ways to adapt activities and the environment to meet the needs of children.

For example, some activities are planned for children who are not in attendance on the day. This results in children who are attending not engaging and focusing well on their learning.Generally, children behave well.

However, not all staff are consistent in their approach to managing children's behaviour. For example, when younger children lose interest in the activities, they become excitable and begin to run up and down the room. This interrupts the other children, and they disengage from their learning.

Some staff respond to this behaviour by commenting 'No, don't do that'. This means there is no clear explanation to why this behaviour is not acceptable to support children's understanding of the expectations.Managers continue to support staff with the ongoing changes within the nursery.

Staff meet regularly with managers to discuss their key children and identify any further support they may require with their professional development. They comment that they feel valued and supported.Parents speak positively of the care provided for their children, highlighting that communication from the management team has improved.

They explain that they like the changes being made in the rooms to raise the quality. Staff keep parents informed of their child's learning and development and share ideas they can do to continue their children's learning at home.Staff play games with children in the garden.

Children share their excitement as they participate. They giggle in delight as they chase bubbles and pop them in the air. Staff encourage children to be physically active.

For example, children follow instructions from staff to move their body in a variety of ways to represent how a bean grows tall. This helps to develop their coordination and physical skills.

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 meet the requirements of the early years foundation stage, the provider must: Due date support staff to consistently implement a challenging curriculum to raise outcomes for children to a good level and help them to build on their prior knowledge.24/06/2024 To further improve the quality of the early years provision, the provider should: nenhance learning environments to support children to remain engaged in their learning nimplement consistent behaviour management strategies for younger children to help them to understand rules and boundaries and to know what is expected of them.