Pembroke Park Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are generally happy and settled. Staff warmly welcome children each day, which helps them to quickly engage in play with their friends.

Children develop close bonds with staff, which contributes positively to their well-being. Staff support children's emotional needs effectively. Staff help children to learn skills for their move on to school.

This includes encouraging children to be independent. For example, staff support children to find and put on their shoes ready for the garden. They serve their own food and pour their drinks during snack times, and make independent choices in their play and exploration t...hroughout the day.

Staff give the development of children's speaking skills high priority, especially when they are learning English as an additional language. Staff use every opportunity to clearly emphasise keywords within their interactions and model new language. Staff use some sign language to support communication and language skills.

Children's home languages are celebrated within the nursery as staff use their own knowledge of different spoken languages to help children settle in. All children make good progress in their communication and language development.

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

Children are familiar with routines.

For example, they follow the sound of the bell to participate in tidy up time. However, at times, some children wait for longer than necessary as staff are not always effectively prepared for transitions, such as when children have finished their lunch. This means that some children are not engaged and can become a little unsettled.

Staff plan activities and experiences that are based on children's interests and next steps in learning. This means children participate in a variety of activities that cover the seven areas of learning. However, occasionally, staff do not fully consider the best way to adapt or extend learning opportunities.

For example, during a letters and sounds activity, staff focus the learning on older children and do not fully consider how to adapt their teaching to keep the younger or less able children engaged.Children are learning about healthy routines. Hand-hygiene practice is embedded into the routines of the day.

Children know to wash their hands before eating. They listen, follow instructions and line up ready to use the bathroom. Children enjoy balanced and nutritious meals and snacks, and they have access to fresh drinking water.

They enjoy daily outdoor play where they skilfully negotiate the area on small stilts, or use the stepping stones to balance. This helps to develop their core-muscle skills and coordination.Children access good opportunities to enhance their literacy skills.

They are supported to develop a love of reading. For example, they enjoy exploring books independently and with their friends, as well as listening to stories read by staff. Staff provide opportunities for children to practise their early writing skills and enhance their hand and finger muscles.

They ensure that children use an effective pencil grip and practise their fine motor skills.Children with special educational needs and/or disabilities receive targeted support for their learning. For example, staff use pictures to help children to understand the routines of the day.

All children's behaviour is good, and the staff act as positive role models. They encourage children to use their manners, and children are learning how to share and take turns with each other.The registered provider and manager demonstrate a clear vision for the continuing development of the nursery.

They evaluate practice effectively and make improvements to support the children in their learning and development. For instance, they have recently reduced the amount of written work staff undertake so that they can spend more quality time with the children. Additionally, staff supervision is appropriately used to identify ongoing professional development opportunities that continue to support staff to develop their knowledge and skills.

Parents comments about the nursery and staff are positive. They state that their children are growing in confidence and making progress in their development. Parents receive daily verbal communication from the staff.

For example, parents access an online system. This enables them to understand their children's learning and development, what they need to learn next and support their children in their learning at home.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff receive regular safeguarding training. They have a good understanding of how to keep children safe and the procedures to follow should they have a concern about a child's well-being. Robust recruitment and vetting procedures are in place to ensure that all staff are suitable to work with children and have a clear understanding of their role.

The manager and staff carry out regular risk assessments to identify and minimise any hazards. Effective staff deployment means that all children are well supervised and cared for.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the organisation of transition times to ensure that children are not waiting for something to do and remain engaged in their play and learning support staff to understand how to adapt and extend learning opportunities so that children experience the highest level of teaching.