Partington Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled in this welcoming setting.

They enjoy genuine, warm relationships with staff. For instance, babies who cannot yet talk gently stroke their key person's face when they wish to gain their attention. They beam when their non-verbal cues are understood.

Meanwhile, pre-school children playfully joke with staff by placing their ice-cold hands on their faces after a polar-themed activity. Children and staff laugh together as they enjoy this light-hearted opportunity to bond.Children's communication and language skills are mostly promoted well throughout this setting.

Staff skilfully int...roduce key words during activities and when children are freely exploring resources. For instance, staff naturally introduce descriptive language while children study natural objects such as conch shells and sticks. Younger children listen intently to staff members use of language, while older children begin to repeat and mirror the words.

This helps to support children's growing vocabulary. However, at times, some staff use incorrect terminology when speaking to children. For example, saying 'yog yog' or 'ta'.

Some children find this confusing and correct staff members, reminding them of the right words to use.

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

Parents appreciate this 'wonderful' setting. They feel staff and the management team go 'above and beyond' to meet the individual needs of children.

For example, parents feel their children are well prepared for future learning, including the move to primary school. Furthermore, parents feel they are personally well supported and feel confident to approach the management team with any questions or concerns.Children's literacy skills are well supported.

Staff encourage children to practise mark making in a variety of ways. For example, by tracing different lines in shaving foam, or writing letters to their loved ones. Children demonstrate good pencil control.

They enjoy creating and posting their notes, reminding their friends to 'stick on some stamps' and 'close the envelope'.Staff teach children ways to help keep themselves safe. Therefore, children begin to understand how to manage reasonable risks in their play independently.

For example, pre-school children explain that they should not touch an oven as 'it's very hot and you can burn yourself'. They also consider how to use glass objects safely, carrying them carefully and placing them gently onto surfaces.Members of the management team ensure all children enjoy a hot, nutritious meal every day.

They are committed to providing well-balanced meals in order to support busy families and promote children's good health. Children appreciate this and describe their food as 'really good' and 'yummy'. Pre-school children build independence as they open their own yogurt pots and scrape their plates.

However, some younger children struggle to use a knife and fork appropriately during mealtimes.The management team and staff place a high importance on children's emotional well-being. For example, all children have access to a 'safe space'.

This is a small, cosy area designed to accommodate one child. Children are encouraged to use this area if they feel overwhelmed, frustrated or shy, to calmly regulate their feelings. From here they can observe their peers, monitor the environment and re-join the classroom on their own terms.

This helps to support children's personal and emotional development.Members of the management team actively encourage families in the local area to use their child's entitlement to funded early education. They campaign within the community and share the educational benefits of accessing a place at the setting.

Furthermore, the management team uses other funding thoughtfully. For instance, by promoting children's attendance and offering children new experiences, such as swimming.Staff plan challenging and exciting activities for children.

They consider the unique development goals of all children and provide meaningful learning across the early years foundation stage. For instance, pre-school children learn about the natural world and use the language of size while experimenting with ice, while younger children begin to interact with simple technology and count out loud during group circle time.

Safeguarding

The arrangements for safeguarding are effective.

The premises are secure and entry is only granted to visitors who have been verified by a member of the management team. This helps to minimise any potential risk of harm to children. Staff understand the signs and symptoms which may indicate a child is being abused.

They understand the steps to take should they have concerns for the welfare of a child. This includes procedures to follow should they believe a member of staff or the management team is behaving inappropriately.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance independence during mealtimes, particularly by encouraging two-year-old children to eat with cutlery nencourage staff to use correct terminology when speaking to children, in order to further support their communication and language development.

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