Riverside Nursery Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children and parents feel very warmly welcomed when they first arrive. This helps to develop positive relationships with staff and promote children's emotional well-being. Children settle quickly, find toys they enjoy playing with, and behave well.

Babies anticipate what happens when they press buttons on technology toys and younger children concentrate as they make random marks with coloured pencils. Children are active, curious, and keen learners. They are happy and enjoy their time at this thriving Montessori nursery.

Children build very positive relationships with their key person. Attentive key staff very quickly ...respond to young children who find it difficult to settle. They appreciate lots of cuddles and reassurance.

Parents say they recognise and value the secure attachments their children build with their key persons. All children benefit from plenty of fresh air and physical exercise. Young children enjoy many opportunities to challenge their physical capabilities.

They keenly crawl up slopes without fear of failure and skilfully shuffle down. Children respond to staff's encouragement and praise that helps to further promote their sense of achievement. Older children ride tricycles and toy cars with great enthusiasm.

They develop their large muscles, balance and coordination.

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

Leaders have worked tirelessly to ensure the nursery remains open for the community and working parents during the COVID-19 pandemic. During the initial lockdown, the manager kept in touch with parents.

They suggested home learning ideas, so that learning could continue at home. Leaders remain cautious and continue to have measures to minimise the spread of infection. For example, they manage drop off and pick up times more effectively.

Staff say leaders support them well. Leaders recognise the impact COVID-19 has had on staff morale, health and emotional well-being. Leaders organise regular supervision meetings to help support staff's well-being, discuss areas for improvement and ongoing suitability.

Some staff are currently working towards childcare qualifications and a Montessori diploma. However, not all staff consistently access training to further promote their professional development and enhance outcomes for children.Overall, leaders' self-evaluation is good.

For example, they liaise with the local authority early years team, attend forums, and use a range of assessment tools to measure the quality of the environment and interactions. They acknowledge the areas for improvement.Staff support children with special educational needs and/or disabilities to a good level.

Staff are proactive in their approach. They liaise with other professionals to help identify the support children require. This early intervention helps all children make the best possible progress and achieve well from when they first start.

Staff sequence children's learning well. Staff encourage the youngest children to feed themselves and older children independently serve themselves during mealtimes. Older children skilfully pour themselves a drink and babies drink from beakers to help support healthy habits.

This also further promote children's self-help skills and in preparation for school.Children enthusiastically engage in a range of planned learning experiences. They are busy and keen learners.

However, on occasion staff disrupt learning with changes in the daily routines. This means children cannot always become deeply involved and engaged in their learning. Nevertheless, older children confidently practise skills they remember over time.

For example, children know and use Montessori equipment correctly. They firmly grip a mortar and pestle and successfully grind natural materials, to strengthen small muscles.The curriculum focuses strongly on promoting communication and language skills.

For example, staff encourage children to listen to environmental sounds, such as when an aeroplane flies over the nursery. Furthermore, as babies shake a rattle, staff say 'Shake, shake, shake' to help extend their vocabulary. Staff successfully support children's early literacy.

Children enjoy listening to stories staff read. They pretend to read books to each other, ready for when they can read themselves.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure staff have a good knowledge of a wide range of safeguarding issues and how to keep children safe. They have a secure understanding of the procedures to follow if they have concerns about a child's welfare. Staff discuss safeguarding routinely, for example during staff meetings and regular quizzes.

This helps to promote children's safety and keep staff's knowledge current. Leaders follow thorough recruitment procedures to help ensure all staff's suitability.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nidentify continuous professional development opportunities for all staff to help enhance the already good quality teaching monitor and review routines of the day, so that children have less interruptions and become more engaged in their play and learning.