Park Farm Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are very happy and content at this welcoming nursery. They play an active part in their own learning in the well-organised play environments, which support children's curiosity. For example, they have many opportunities to explore, investigate and learn outdoors, where they share 'farmyard' gardens with rabbits, guinea pigs and chickens.

Children communicate their understanding of the world with confidence. For example, they say, 'Ladybirds don't live in the soil, they live on leaves'. They know what foods to feed the nursery animals.

Children learn about life cycles as they watch chicks hatch in an incubator.... They help count and collect eggs and grow food in the allotment, which they then help prepare to eat or bake. This excites and motivates children to learn across all areas of the curriculum.

Staff are very positive role models for children. They are kind and polite and set high behavioural expectations. Children behave well, particularly older ones who show a good awareness of safety, sharing and how to be kind.

Staff provide gentle reminders when required, and even younger children are starting to understand how their actions can make other people feel. Children and babies form warm and secure attachments with their dedicated key persons and manager.

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

Leaders and staff work particularly well together which helps ensure that the organisation of the nursery works for every child.

Since registration, the appointment of a capable manager and well-qualified staff is helping to drive improvement and maintain good standards in all aspects of care and education.The manager and senior members of the team are mentoring new staff, modelling good teaching practice and making positive changes to improve outcomes for children. For example, a new method of planning activities has been introduced, which incorporates children's interests and next steps in learning.

Pressure for staff to complete paperwork has been reduced, increasing staff's quality time with the children.Children learn respect, to follow rules and to take turns. For instance, after a captivating dance class, children learn to wait for a reward for 'good listening'.

This helps prepare children for life in modern Britain.Staff support children well to understand about their personal safety. For instance, they teach children to assess risk and achieve manageable challenges, such as balancing and climbing outdoors.

Children learn to use tools safely, such as scissors, knives and tongs. Staff help younger children to recognise when they need to change their wet clothes after water play. They suggest when they need to take off their top because they are too hot.

The special educational needs coordinator is knowledgeable in her role. She makes referrals for additional funding and support from other agencies. Any concerns about children's development are shared with parents.

Parents are overwhelmingly positive about the nursery staff and the service it provides. In parent feedback questionnaires, many commented on the good progress their children have made since joining.Leaders aim to provide an effective educational programme for all children that widens their understanding of the world, across all areas.

For example, staff use the learning rooms and outdoors well to their advantage. This means that babies and younger children benefit from adults playing with them, in safe and quieter areas. However, staff do not always give careful consideration to the order in which children learn new skills.

As a result, their learning is not yet sequenced effectively throughout the nursery.Children make good progress in their learning. They develop particularly well in their personal, social and emotional development and physical skills.

Many show good concentration and determination as they create large construction models out of bricks and initiate balancing beam games. Staff support children's learning through listening and expanding conversations. However, at times, some staff miss chances to promote children's ideas and thinking skills and ask more searching questions to extend and challenge them.

This does not help to ensure that children achieve their highest potential.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff have a clear understanding of child protection procedures and what to do to help protect children from harm.

All staff attend regular training to help them understand their duties. Staff know the signs and symptoms which might suggest that a child is at risk of harm, and the setting's procedure to report their concerns. This includes allegations made against a colleague and wider safeguarding issues, such as the 'Prevent' duty.

Leaders have secure recruitment and induction procedures to help ensure the continued suitability of staff. The manager and staff review the premises daily, so that all children are safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: find ways to plan and use the educational programme more precisely, and consider more carefully the order in which children learn new skills, to ensure their learning is sequenced effectively throughout the nursery nensure that all children have opportunities to express and follow their own ideas, and that staff consistently give children more time to consider their responses to questions, to enable them to fully develop their thinking and communication skills.