Parkway Day Nursery @ The Avenue

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and enjoy their time in this stimulating setting.

They participate in well-planned activities that encourage physical development. For example, children develop their fine manipulative skills as they use scissors and knives to cut fresh herbs. Older children enjoy climbing on crates, tractor tyres and large wooden frames.

Children show an interest in living creatures. They enjoy exploring the garden to find insects. For example, they find two worms in the plant pot and carefully show their friends.

Children closely watch as a small spider climbs in the garden, before placing it on log to kee...p it 'safe'. Staff closely supervise children and extend their vocabulary. They describe what children are doing as they play and use effective questioning skills to extend children's vocabulary even further.

Older children enjoy group time. They show good levels of confidence and concentration as they take part in planned activities. For instance, children interact enthusiastically with staff, guessing which instrument is being played.

Younger children proudly share the marks they make on paper as they complete their daily 'register'. They explain that all their friends are here, and it is time to 'work'. Children are well behaved and have a good attitude to learning.

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

Partnerships with parents are a strength of the setting. Parents know what their child is learning, even though they cannot come into the setting due to COVID-19 (coronavirus) restrictions. Staff share information with parents to help them to understand how children's learning can be further supported at home.

Parents are very complimentary about the setting. They comment that the staff are supportive towards the whole family and know their children very well.Children immerse themselves in imaginary play and eagerly invite staff to join them.

For example, they use plastic tubes and telephones to speak to staff across the garden. Furthermore, younger children wash their babies in the water tray and take them for walks around the garden.Through assessment, staff recognise the areas where children have gaps in their learning because they have been at home due to the COVID-19 (coronavirus) pandemic.

They focus on helping children to develop their social skills and independence. Staff take time to settle children back into the nursery gradually. They are very caring, sensitive and nurturing.

They quickly respond to children's needs. For instance, young children who are unsettled are quickly provided with cuddles and reassurance. As a result, children settle quickly and form secure relationships with their key person.

This helps to promote children's emotional well-being.The manager and director understand the importance of self-evaluation. They review the nursery to help them to make improvements.

The manager places a strong emphasis on staff well-being. Regular meetings and supervisions ensure all staff are well supported. Staff attend training to help further develop their knowledge.

Staff support all children's literacy from an early age. Young children demonstrate high levels of concentration and enjoyment as they share books with staff. Staff skilfully introduce vocabulary, such as 'caterpillar' and 'cocoon'.

Good partnerships are in place with other settings that children attend. They regularly share development information. This helps to promote continuity of care and learning.

Overall, staff know the children well. They use their knowledge of children's interests and development to shape a curriculum that is exciting and extends their learning. However, some staff are at an early stage of understanding curriculum intentions and focus on what children might learn from activities, rather than what staff are going to teach.

Staff provide some children with nutritious meals and talk to them about the importance of being healthy. Where children bring in their own lunches, staff work with parents to ensure the lunches are nutritiously well balanced. Staff support children's independence well.

For example, children are encouraged to tidy up after themselves and select their own activities and resources. Staff praise children for their efforts. This helps to develops children's confidence and self-esteem.

Safeguarding

The arrangements for safeguarding are effective.All staff place a high priority on safeguarding children and are clear about the procedures to follow should they have concerns about a child. Staff keep themselves up to date with recent legislation.

For example, they have a good understanding of their role within the 'Prevent' duty legislation, female genital mutilation and county lines. Whistleblowing procedures are well understood by all staff. Risk assessments are in place, reviewed and understood by staff.

This keeps children safe in the setting. The manager uses robust procedures for the recruitment and induction of new staff, to ensure children are cared for by suitable people.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help new staff to further develop their understanding of the curriculum, so that they are aware of the specific learning intentions for individual children.

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