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What is it like to attend this early years setting?
The provision requires improvement Children are happy as they arrive.
They are pleased to see familiar staff and greet them warmly. Staff welcome children with smiles and ask about their journey to nursery or what they would like to play with. Children settle quickly and join the group to play.
Key workers support children and their families as they settle into nursery. They observe and assess children's development to devise tailored next steps to support children to make progress.Staff know what they want children to learn, and plan activities that take children's interests into consideration.
However, staff practice is variable, which means the... delivery of the curriculum is not at a consistently good level to help children to progress well. During planning, staff need to consider how they are going to teach new skills to increase children's learning.Children with special educational needs and/or disabilities (SEND) are quickly identified.
Local procedures to request support are made with parental consent. The setting works with professionals and parents to plan activities to meet children's individual needs. For example, they include opportunities for children to take turns and share.
Children's behaviour is generally good. Older children know the routine. They complete hygiene routines prior to having snacks and meals, with minimal prompting from staff, as they excitedly prepare for lunch.
What does the early years setting do well and what does it need to do better?
Staff effectively support children's emotional well-being. Key persons use familiar activities and resources to build relationships with their key children and get to know them. Staff use pictures and model facial expressions to support discussions about how children are feeling.
With staff's support, children understand behaviour expectations, such as taking turns to use the toys in the garden.Healthy eating is a priority at the setting. Children enjoy home-style, nutritious meals and snacks that are prepared daily on the premises.
Children confidently talk about foods that are good and bad for their teeth, and are developing their awareness of healthy choices.Children's interests are used to plan activities. For example, older children discuss the colour of the play dough and which cutter they are going to use.
However, as children are grouped together, some staff do not adapt the activity to enable young children to join in. Consequently, they miss the opportunity to engage with older peers.Babies and young children are supported to develop and use language to communicate.
Staff consistently repeat sounds and words that are used by babies. Staff commentate on what young children are doing as they play. Staff introduce picture cards for children to choose favourite songs While singing them, staff leave gaps for children to sing repeated words.
Learning is sequenced as staff build on what young children already know and can do.Staff identify children who need help to develop their language and communication. The setting has accessed support from local early years advisers and guidance from speech and language therapists.
Practice is not fully embedded as staff do not implement recommendations and strategies consistently to ensure that children with SEND make good progress.Children's independence is promoted. For example, babies are encouraged to feed themselves using a spoon.
Staff work with parents to develop older children's independence in the bathroom. All children are well prepared for their next stage in learning. They are developing the key skills they will need for school by following routines, such as hanging up their coats and bags and identifying their name to self-register as they arrive.
Parents say that they feel staff are kind and supportive to them and their children. Parents appreciate the information they receive about children's care, during daily handovers. Parents receive weekly observations and photographs, and get summary reports of children's progress at the end of each term.
Parents feel that children are safe and well looked after.Leaders and managers are hands-on and are aware of the needs of children and their families. Since the last inspection, leaders have created a plan to address areas for development.
They are reflective and are working to improve practice through ongoing professional development. They have identified areas where support and training are required for staff to gain knowledge and develop their experience. However, changes to practice are still in progress and are not fully embedded and consistent.
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: noffer staff more support and training to develop their skills in adapting planned activities to include children of different ages and stages of development nimplement agreed strategies more consistently to support individual children with special educational needs and/or disabilities to develop their language and communication skills develop systems to evaluate the impact of training on staff practice and to encourage continuous improvement.
