Park Community Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff warmly welcome children into the nursery, offering them comfort and cuddles as they settle. Children show that they feel safe with staff as they chat to them excitedly about what they have done at home. Staff listen to what they say and play alongside them.

They are positive role models for children. For example, they help them to see when and how to use good manners. Most children listen to what staff say and follow instructions, such as to tidy up when they have finished playing.

Staff provide children with clear daily routines, such as designated times for meals. However, while staff are aware of these routines, ...they often fail to ensure they are organised effectively. This has an impact on children's behaviour when they wait for long periods and does not support their learning effectively.

Despite this, children enjoy being at nursery. They happily explore the range of resources and activities with their friends. For example, younger children have fun together splashing and playing in the water.

Children show good determination skills and motivation as they become absorbed in what they are doing. For instance, when outside, older children persevere as they learn how to ride and pedal the bicycles. However, there are some weaknesses in the delivery of the curriculum.

Activities do not always build well enough on children's existing skills and fully support their progress.

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

Leaders are passionate about providing good-quality care and education for all children. They have recently introduced a new curriculum, which, overall, is well designed to promote children's progress from their starting points.

However, leaders have not ensured that all staff understand the curriculum intentions. Although staff plan activities for children that are enjoyable, they are not finely tuned to support or build on what children already know and can do. Staff are unsure what it is they want children to learn, and much of children's learning is incidental.

For example, leaders aim for children to develop their independence, but they do not ensure that staff embed this. Staff complete tasks for children rather than encouraging them to try themselves. For example, they put children's coats on for them.

Consequently, children are not always making the progress they are capable of.At times, daily routines and transitions in the pre-school room are not effective, and a lack of organisation does not fully support children's engagement in learning. For instance, children sit and wait for long periods for a story to be read to them, while other children come in from the garden.

Furthermore, the transition from the pre-school room into the main school for lunch is lengthy.This has an impact on children's behaviour at these times, as they become bored and distracted and miss out on meaningful learning experiences.Leaders have made improvements to ensure children's health and safety.

Recent changes to staff deployment mean that children's safety and supervision needs are met. For example, the new system for registering children's attendance ensures good communication between staff from when children arrive.Leaders ensure the nursery has appropriate arrangements in place to support children with special educational needs and/or disabilities (SEND).

Staff work closely with parents and communicate with other professionals to follow targeted plans to help meet children's needs. Leaders use additional funding that children are entitled to effectively. For example, staff have attended training to enable them to further support children's speech and language development.

This supports children with SEND to make progress.Staff ensure children have opportunities to sing familiar songs and nursery rhymes throughout the day. For example, babies enjoy listening to and singing nursery rhymes together, while older children enjoy dancing and recall actions to familiar songs.

This supports children's communication skills.Children enjoy being outdoors. Staff provide opportunities for children to develop their physical skills, such as climbing and balancing on beams.

They encourage children to keep on trying, suggesting ways to help them maintain their balance and celebrating what they have achieved. This supports children's self-esteem.Staff interact with babies warmly during care routines, such as nappy changing times.

There are clear sleep procedures in place for the babies. For instance, they sleep in cots, and staff check on them regularly. Babies enjoy exploring their environment.

They joyfully engage in activities and laugh as they play with sensory materials. This supports their well-being.Staff develop effective partnerships with parents.

Leaders assign a key person to each child. They complete detailed inductions, learning all about the child before they start. Staff share regular information with parents about children's learning and development and ideas for activities at home.

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 ensure all staff receive training, coaching and support that enable them to understand how to plan and deliver a well-sequenced curriculum that precisely meets the individual needs of children 04/03/2025 improve the organisation of transitions and routines to reduce the impact on children's learning.

04/03/2025

Also at this postcode