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What is it like to attend this early years setting?
The provision is good
Children show that they feel safe and secure.
Babies hold up their arms to be held and toddlers climb onto the lap of familiar staff. Older children chat happily while they play. They share stories from home that develop into imaginative play.
They confidently tell visitors their toy dog has chicken pox. Children benefit from an ambitious curriculum that helps them to prepare for what they need to learn next. They engage in their learning and join in with group conversations.
For instance, children talk to staff about what might happen when they add warm water to ice. Babies explore sand and watch it slip thro...ugh their fingers as staff introduce new words and sounds. Toddlers sit on staff's knees and listen to their favourite stories.
They rapidly learn new words and point to pictures in the book. This helps to develop children's communication and language skills. Children are physically active.
They have regular access to the large outdoor area at the setting, where they play hide and seek games with staff. Babies laugh as they dance to music. Older children move their bodies in different ways during large-group activities, such as 'dancing like monkeys'.
What does the early years setting do well and what does it need to do better?
The manager is clear about what it is that she wants children to learn. She works alongside staff to role model practice. She monitors assessments of children and works with parents and staff.
The manager liaises with other professionals, where necessary, to seek further support for children's learning and development.The manager involves staff in evaluating the provision. They work together to plan improvements.
For example, changes to the layout in the setting have helped to improve transition arrangements between the baby and toddler rooms. Furthermore, staff have recently implemented snack times, where children's play is uninterrupted. Children are able to have snack when they choose.
Children are reminded to wash their hands before mealtimes and are provided with a range of healthy choices. This helps children to learn about the importance of leading a healthy lifestyle. They help with tasks such as setting up the table and handing out plates and cutlery to their friends.
The manager has plans to support staff to settle into new roles, and to develop their practice. Staff say they feel well supported and that their workload is manageable. The manager completes supervision sessions and she places a strong emphasis on promoting staff well-being.
Staff complete robust induction procedures. However, there is less emphasis on promoting staff training in all areas, including targeting training for the specific age range of children that staff work with.Staff help children to learn about the beliefs and values in their own experience and beyond.
Children share what they know about Diwali during discussions on the carpet. They make patterns during creative activities that represent religious festivals that are important to their friends. This helps children to understand what makes them unique.
Children are polite and are kind to one another. For example, they make sure their friends have the tools they need to join in a mark-making activity. Older children learn to cooperate.
For instance, when they work together to build a tower as high as they can. Staff praise and encourage children's achievements. However, staff do not provide a consistent approach to support children to learn how to manage their own feelings and behaviour and understand the impact on others.
Parents are happy with the care and education provided. They are assured that their children are happy and safe in nursery. They appreciate the time that staff spend to give them feedback about their child's day in nursery.
Safeguarding
The arrangements for safeguarding are effective.The manager clearly understands her responsibilities to safeguard children. She ensures that she, and staff, can identify early indicators of potential harm to children, and support families to get the help that they need quickly.
They know how to report any significant concerns about a child's welfare. The manager ensures that staff are suitable to work with children. Clear and appropriate procedures are in place to manage allegations about staff and their conduct.
Risk assessments help to ensure that the premises, equipment and organisation of the setting help to protect children from harm. Hazards are identified quickly and removed or minimised to keep children safe.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: target staff training to help staff enhance their skills and knowledge, specifically for the age range of children that they work with nensure a consistent approach to how children learn to manage their own feelings and behaviour and understand the impact on others.
