Petit Pembrokes Children’s Daycare Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The manager works closely with the staff team to create a welcoming and stimulating play environment for all children. Staff understand children's unique care and learning needs.

They use their knowledge of the children to help them feel settled, secure and happy. Babies and toddlers new to the setting soon show trust in the staff who care for them and quickly begin to explore and play. The manager ensures that the environment is safe and secure, so that children can explore safely.

All children develop a good sense of belonging.Staff throughout the nursery actively involve all children in the activities and experience...s they provide. They have clear expectations for children's behaviour and they are warm and nurturing towards them.

They frequently praise children for their achievements. Children develop confidence and self-esteem as they enjoy their play and follow routines. The curriculum is ambitious for all children, including those with special educational needs and/or disabilities (SEND).

It is based on what children need to learn as they progress through the setting. Staff use a variety of activities and routines well to implement the curriculum and to help children make the best possible progress. Children show positive attitudes towards their learning experiences.

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

The manager is reflective about the effectiveness of the provision. She supports her staff team well and encourages staff's professional development. She recognises good teaching practice and where staff can improve their knowledge and skills to continually improve children's learning.

Staff implement curriculum aims well overall to provide children with good-quality activities and learning experiences. They understand what children already know and can do, and what they want them to learn next. They use assessments of children's progress to plan their next steps in learning.

The manager and staff work with outside agencies and other professionals to ensure that children, including those with SEND, receive the care and support they need. They effectively support children for whom they have developmental concerns. They give all children equal chances to develop the skills they need for their future lives.

Staff sequence children's learning in small, achievable steps to help them learn and remember new skills. They support younger children to develop personal skills, such as wiping their noses and putting tissues in the bin. Older children independently follow routines such as toilet visits and handwashing, and confidently explain the steps they follow.

Staff help all children to remember more over time.Staff place good emphasis on what pre-school-age children need to learn before they start school. They implement the curriculum intent for children's learning well.

For example, most children develop good levels of independence and confidence, and use their social skills well. They develop pencil control and learn about shapes and numbers in different contexts as they prepare for their future learning.Staff narrate children's play well.

They introduce interesting words to babies, such as 'yellow' and 'trickle', that babies attempt to repeat. Most older children are confident speakers as they talk about their interests and negotiate roles as they play. Occasionally, staff do not encourage older children to respond to their interactions in more than one or two words, to strengthen their communication and language skills.

Staff confidently support children's behaviour, and they know when certain behaviours can be attributed to children's needs. Occasionally, they do not help children to understand how their behaviour can affect others, as part of helping them to regulate their own behaviour. This does not detract from staff's clear expectations for children's good behaviour overall.

Staff work alongside parents to share information, including about their children's progress and care needs. They follow parents' wishes and children's care routines at home, so that children feel safe and secure from the start. Parents report how much they value the good-quality care and education that staff provide for their children.

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: support staff to use language and interactions that encourage fuller responses from older children to further encourage their communication and language skills help children to think about how their behaviour may affect others, as part of supporting them to manage their own feelings and emotions.