Pixieland Saltash

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and relaxed in this warm and welcoming nursery. Sensitive and effective settling procedures ensure babies form close bonds with staff. There are plenty of reassuring cuddles and smiles.

Staff consult parents about children's home routines and interests, so children feel safe and secure. Children show confidence in exploring the activities on offer and enjoy learning. Throughout the nursery, staff are kind and considerate role models.

Children learn to use good manners from the earliest opportunity. Older children cooperate well with each other in play and behave well. Staff are quick to help them to ...resolve any disputes and there is a calm and happy atmosphere.

The manager and staff create a child centred curriculum that prioritises children's interests and needs. There is strong and thoughtful support for children as they move through the nursery to ensure they build on their achievements and continually move on in their learning.Children benefit from daily opportunities to be physically active and enjoy exploring outdoors in the fresh air.

This supports their good health and they enjoy learning about the natural world. For example, toddlers are excited to watch tadpoles, saying, 'they are moving' as they enthusiastically use their hands to show staff how tadpoles swim.

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

The management team are ambitious for the nursery and aim to provide children with a home-from-home atmosphere.

In recent times, the manager has worked hard to build a coherent staff team. Staff say they feel valued and work together in a dedicated and purposeful way. The manager includes parents, staff and children in evaluating the setting to continue to build on what has already been achieved.

Parents speak very positively about the care their children receive. They are appreciative of the 'caring and compassionate' staff. Parents feel well informed and included in children's learning and development.

For example, they have regular conversations with staff about children's progress.The manager and staff monitor children's learning meticulously and there is strong support for children when they need extra help. The special educational needs coordinator provides focused support plans across the nursery.

She is proactive in working with other professionals and puts their advice into practice effectively. The manager uses extra funding to ensure all children reach their full potential.Overall, children gain skills to enable them to become more independent as they move on in the nursery.

At snack times, however, food is served to children after being prepared by adults. Children miss chances to handle whole fruit and have a go at chopping it up, for example. This does not promote their confidence and physical skills as well as it could.

Children gain good communication and language skills. In the baby room, staff spontaneously sing rhymes that engage children's interest. Staff teach toddlers new words, such as 'slimy', as they play with sensory materials.

Older children are captivated to hear stories about familiar experiences. For example, they smile and giggle when staff read a book about using a potty. Staff skilfully bring the story to life and encourage children to comment to develop their speaking and listening skills.

Throughout the nursery, staff have a good understanding of child development. They plan interesting experiences that inspire children's learning. For example, toddlers enthusiastically explore a wide variety of insects, indoors and outside.

The knowledgeable staff support them as they show curiosity and enjoy exploring. Overall, staff's interactions with children are positive and children make good progress. However, there are some inconsistencies in the quality of teaching and, occasionally, staff miss chances to extend and deepen children's learning.

The manager and staff build effective links with the local community. Children get to know the world around them and demonstrate a secure sense of belonging. Partnerships with local schools are strong.

There are opportunities for older children to spend time in the school Reception class, for example. Children talk excitedly about meeting their teachers and feel confident about their future education.

Safeguarding

The arrangements for safeguarding are effective.

The management team recruits staff safely to ensure they are suitable to work with children. All staff attend safeguarding training and the manager is clear about her role and responsibilities to keep children safe from harm. Staff demonstrate a clear understanding of the signs and symptoms of abuse.

They know the correct action to take if they have concerns about a child's welfare. Staff supervise children diligently and carry out regular checks to ensure the setting is safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: consider ways of enhancing opportunities for younger children to develop their curiosity and independence, particularly at mealtimes continue to implement plans to share good practice throughout the nursery to raise the standard of teaching to a consistently higher level.

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