Pinecones Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled in the care of the friendly and caring staff. Children benefit from a wide and varied curriculum.

They thoroughly enjoy activities which are based on their interests and next steps in learning. Children are enthusiastic and excited to explore, whether they are building towers with blocks or baking play-dough cakes in the 'oven'. Children make independent choices in their play inside and outside.

They develop good physical skills. They climb and negotiate pathways as they ride on wheeled vehicles, benefiting from fresh air and exercise.Children behave well.

Staff have high expecta...tions of the children and help them to develop a good understanding of right and wrong and make good choices. Children learn many skills in preparation for their future learning and starting school. They develop their fine-motor skills as they make marks with a range of materials, learning how to hold a pencil in preparation for writing.

They hear a wide range of words, which helps to build their vocabulary and understanding successfully.Although parents do not currently come into the setting, staff greet each family individually at the door and share information with parents, which helps them to feel involved in their child's learning.

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

Staff know the children well and have high expectations of their learning.

Younger children receive cuddles and reassurance from staff as they explore the environment. Older children confidently explore the natural environment outside and demonstrate their good knowledge about the world and nature. For example, they recall finding a frog in the garden.

They learn how woodlice live in damp, dark places and can be found hiding under logs. Children excitedly talk about how the female woodlouse carries her babies in a pouch under her body.Babies and toddlers excitedly explore using their senses.

They wriggle around, exploring different-sized balls to see which ones bounce. They practise throwing and catching, developing good hand-to-eye coordination. Staff introduce words such as 'spiky', 'shiny' and 'squishy' to build on children's vocabulary and understanding.

Staff use sign language with all children when talking to them and singing to further support their communication and language.Children have a wide range of opportunities to try out their ideas and develop good imagination. They play outside, creating potions or cooking in the mud kitchen.

They make 'chocolate coffee' and 'mud pies', which they share with one another and staff. They build obstacle courses with mats and low-level furniture to practise their climbing and balancing skills. Children take part in yoga, which teaches them to relax and supports their well-being successfully.

Children enjoy a good balance of child-initiated play and adult-led activities.They concentrate well in small-group activities and display familiarity with books and stories. They join in with phrases, acting out and retelling parts of a story.

However, staff do not consistently organise whole-group activities as effectively as they could, to support all children to participate fully or focus for longer periods.Staff count the steps with the babies as they go into the kitchen for a snack. Older children count how many cups are needed at lunchtime.

However, overall, children do not have many opportunities to count and use numbers in activities.Since the last inspection, the provider has improved the support and coaching provided for staff and monitors how effectively they engage with and support children. Furthermore, staff are more consistent in the way that they share information between them to help children make good progress.

Children of all ages show a good understanding of the need to follow thorough hygiene practices. They each use a 'cheeky wipe' and use a mirror to ensure that they clean their faces thoroughly after mealtimes. Through discussion, staff support children's understanding of healthy eating well.

Children's behaviour is good. They follow the good example set by staff and are kind and respectful to one another. They take turns well, for example when playing a game or choosing a story.

Partnerships with parents are good. Parents are confident on how the staff have supported their children to develop skills in readiness for school, such as holding a pencil and beginning to form recognisable letters. Parents confirm how their children's confidence and independence have grown since starting at the nursery.

Safeguarding

The arrangements for safeguarding are effective.Staff have good knowledge of child protection issues and are aware of safeguarding procedures should they have a concern about a child in their care. Since the last inspection, the manager and staff have updated their safeguarding knowledge, including how to recognise when children may become subject to extreme or radical views for example.

Staff know the action to take should they become concerned about the conduct of a colleague. Staff ensure that they provide a safe and secure environment and give children gentle reminders, when necessary, about how to stay safe as they play.

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 develop further strategies to engage children more consistently in whole-group activities provide more opportunities for children to count and use numbers.