Pumpkin Pie Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happily to start their day in the nursery. They are welcomed fondly by their key person and immediately become engaged in the exciting activities on offer.

All children demonstrate that they are happy, safe and settled in the nursery. Staff plan many activities that encourage children to investigate and explore. Babies thoroughly enjoy exploring paint with their feet on large pieces of paper on the floor.

Toddlers pick fresh herbs in the garden and excitedly smell the mint. Older children make bread on the campfire outside and experiment with changing colours in the water tray. All children demonstrate ...good levels of concentration.

Children behave very well. Staff give children lots of praise for their achievements. They explain clearly to children what is expected of them.

Staff teach children to share, take turns and listen to each other. Older children happily negotiate and solve problems together. For example, they work together happily to build a pretend tower for 'Rapunzel'.

They discuss how many bricks they will need and how big the wall should be. Staff place a focus on children learning outdoors and understanding about the world around them. Children plant their own fruit and vegetables in the nursery's allotment.

Younger children enjoy making smoothies with the fruit they have grown. They make 'cakes' for the birds to eat. Older children learn to care for the nursery's pet rabbits.

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

Staff plan a curriculum that takes account of children's different ages and stages of development. They use their assessments of children's learning carefully to plan for what children need to learn next. Overall, staff provide activities that motivate children.

However, the planning and organisation of some group times are not consistently effective in involving and engaging all children. Sometimes, younger children have to sit for a long time and in a big group. They become restless and distracted, and are not fully engaged in their learning.

Children have many opportunities to develop their literacy skills. Babies cuddle into staff when they read a story. They listen intently and look at the pictures in the book.

Toddlers make marks in paint and gloop. Older children learn to write their names and are proud of the 'fairytale' books that they have written. These skills will help children with later learning, such as reading and writing.

Staff plan activities to develop children's communication and language skills. Staff use signs and gestures when they sing to babies, to help to gain their attention. Toddlers learn new rhymes and songs.

Staff help children to be confident to speak and to extend their vocabulary.Despite the restrictions due to the COVID-19 (coronavirus) pandemic, the manager makes sure that key persons are available to speak to parents each day. Staff provide parents with daily information about the activities their children have taken part in.

They keep parents well informed about their children's development. Comments from parents are extremely positive. Parents state that the nursery is fun, vibrant and educational.

Children have many opportunities to develop their mathematical understanding. Staff have recently attended training to further children's learning in this area. For example, staff encourage toddlers to talk about 'more' and 'less', when they empty and fill containers with coloured rice.

Older children learn to count and recognise numbers. Toddlers confidently talk about colours and shapes.Staff comment that they are lucky to work in such a supportive and friendly environment.

They state that the manager supports them well and offers them opportunities to develop themselves professionally. For example, the manager offers them a wide variety of training opportunities. The manager recognises individual staff's achievements through an 'employee of the month' scheme.

Staff comment that this makes them feel valued and appreciated.Staff encourage children to learn about staying healthy. They plan many opportunities for children to play outside in the fresh air.

Older children look forward to visiting a forest school twice each week. Staff take children to places of interest in the local community, such as local parks, walks in the fields to the river and the nearby farm. Children enjoy healthy meals and snacks.

Older children develop their independence. For example, they serve themselves their meals and pour their own drinks. However, staff do not consistently encourage younger children to develop their self-care skills.

For instance, staff wipe children's noses and put their shoes on for them, without encouraging them to try to do it themselves first.

Safeguarding

The arrangements for safeguarding are effective.Staff can confidently recognise when children may be at risk of harm.

They understand the action to take and who to contact if they have a concern about a child's welfare. Staff check the environment to make sure that it remains a secure and safe place for children to play in. Children learn how to keep themselves safe.

For example, they understand that they must wear gloves and give children space when handling tools. Children confidently tell the inspector that she must not cross the 'red rope' when children have a hammer as it means 'stop, stay safe'.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance the planning and organisation of group times so that all children are fully involved and engaged in their learning plan opportunities for younger children to develop their independence and self-care skills further.