Rascals Natural Learning

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and eager to attend the nursery. They confidently separate from their parents as they are warmly welcomed by the attentive and caring staff team. They have close bonds with staff and build on their friendships with one another.

Children know what is expected of them, behave well and are familiar and adhere to daily routines. They have a positive attitude to their learning. Children are motivated by the staff to learn new skills and develop their knowledge based upon a well-sequenced curriculum.

For example, outside, children make marks, drawing their own interpretations of winter flowers. Children to...uch and smell the flowers. They develop their knowledge further as they engage in meaningful conversations with staff as they examine the flowers more closely.

Babies' self-esteem and confidence is supported well by the nurturing and sensitive staff. Babies confidently explore their environment and are willing to try new skills, such as they hold on to push-along toys as they learn to walk.Children's health and well-being is promoted well as they spend a great deal of time learning outside.

They wear appropriate outdoor clothing, which helps them to comfortably explore and investigate their surroundings and the activities. Children are good eaters and enjoy the healthy meals provided for them. They follow good personal hygiene routines, such as independently washing their hands and putting their used tissues in the bin.

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

Managers and leaders have a good overview of the skills of the staff team. They make sure staff are deployed effectively, so they are able to meet the needs of their key children. The most qualified and experienced staff guide those with less experience to help them to build on their practice and skills.

This helps to ensure that children's learning and development is consistently supported.Managers and leaders make sure the staff team understand what they want the children to learn and are ready for the next stage in their learning, such as for school. Staff make sure that the curriculum is well planned and ambitious for all children to achieve in their learning.

They build on what children already know and can do. Staff also listen to children's ideas and plan further activities to match their interests.Planned story and group time for pre-school and two-year-old children is not as well organised as other planned activities.

Children's learning is interrupted as staff take them out of the group to prepare for lunch. Additionally, two-year-old children lose interest and lack concentration because the story is too advanced for their understanding.Children are supported to learn how to manage their feelings safely.

Staff talk to children about how they feel. They read stories and use props to help children understand their different emotions and how these emotions affect their friends. Staff implement consistent ways to manage any unwanted behaviour.

They are good role models and help children to learn how to share, take turns and be kind to one another.Partnerships with parents are effective. Parents and carers spoken to on the day of inspection make positive comments about how their children are thriving at the nursery.

They also comment on the new skills and experiences their children receive compared to what they have access to at home. Parents state that they value the way information is shared and exchanged between themselves and the key person, such as the written diary. Staff also provide ideas to help them to continue their child's learning at home.

Staff in the baby room introduce new experiences to enhance babies' sensory development. However, some activities are not planned appropriately in order for babies to access them straight away. For example, staff give babies flowers frozen in large chunks of ice.

Babies initial enthusiasm and interest is lost as the activity is not ready for them to explore. That said, once the ice starts to melt, babies engage with the activity. They beam with smiles as they bang and crush ice as they learn to use new tools, such as spatulas.

Staff engage and interact with children effectively. They ask questions and provide time for children to think and then respond. Children increase their range of vocabulary as they hear and repeat new words, such as 'pipette', as they play with dough.

Staff encourage children to work out how they can get the blue colouring from a bottle using the pipette, Children giggle and squeal as they excitedly squeeze the pipette and proudly put the colour on the dough.

Safeguarding

The arrangements for safeguarding are effective.Staff make sure the premises are safe and secure.

They complete thorough risk assessments of the toys and activities that children access. Staff have a clear understanding of their role to protect children from harm. They know what signs to look out for and what procedures they must follow should they have a concern about a child's welfare.

Staff complete regular child protection training to keep their knowledge up to date, including the 'Prevent' duty. Managers ensure all necessary checks are completed, and safer recruitment procedures are followed to ensure that staff are suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the way group times are organised to ensure children's learning is not interrupted plan small group activities more precisely so that all children can take part in a meaningful way in order to continue to support their learning review and improve planned activities to capture babies' interests straight away in order for them to continue their exploration and learning.