Roe Green Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Since the last inspection, there have been several improvements made.

Leaders have worked hard to drive the required improvements within the nursery. Staff have a clear understanding of what they want children to learn. They plan a relevant curriculum that meets the individual needs of the children.

As a result, all children, including those with special educational needs and/or disabilities are making good progress in their learning. Staff are kind and caring and give children the cuddles and reassurance they need. This helps children to be confident, happy and settled in the care of the staff.

Staff implemen...t appropriate behaviour management strategies that support children to learn how to behave. Staff support children to play cooperatively together, sharing and taking turns with toys and resources. Staff motivate children to stay engaged for long periods.

For instance, they encourage children to join familiar phrases, helping develop speaking skills. For example, when staff read 'Jake and Tizzy', older children join in and finish sentences and enjoy listening to stories. Staff support children to develop their use of their imaginations.

For instance, they provide a wide range of resources, such as water, citrus fruits and herbs, for young children to make 'potions'. Younger children squeal with delight as staff play peekaboo in the garden with them. Staff nurture children well and help them enjoy the time they spend at this welcoming and friendly nursery.

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

Children enjoy a variety of physical activities to help keep them fit and healthy. For instance, they run, balance and jump in the garden. They climb the climbing frame and copy actions as staff sing songs.

These activities help build their muscles, balance and stability. This also boosts their confidence as they feel proud when they finish challenging tasks.Staff are well supported in their roles.

Leaders ensure that staff have access to a wide range of training so they continually develop their knowledge and skills. Staff say that they appreciate the focus on their well-being and say they love their jobs. They talk positively of the daily 'huddles' to check in with them.

Children learn about the world around them in many exciting ways. They enjoy looking for insects in the garden and going on nature walks in the park to see how the seasons change. They collect colourful leaves and use them to make a big autumn collage.

This helps children understand and appreciate nature.Staff regularly observe children's progress. They use information gained to identify meaningful next steps to ensure that children are being continually challenged.

This supports children to make good progress in relation to their starting points.Children are learning to be independent, preparing for school. For example, older children clear their lunch boxes after eating and wipe their noses.

Staff gently support children in managing their own toileting.Leaders have created a consistent routine. Staff sing familiar songs to signal tidy-up time, and children quickly stop and help put resources away.

They know what is expected, which helps them manage their behaviour.Children's communication and language skills are supported well. Staff talk with children in ways that matter to them.

Children feel confident to talk and share with staff and visitors about what they like, don't like and their experiences. Staff use activities to help children learn to talk and listen. They listen to what children say and respond.

Staff wait to give children time to think and speak.Children access a wonderful variety of resources in mathematics. For instance, they access many natural materials and take part in activities such as making play dough and threading with pasta tubes.

However, there are times when staff do not consistently introduce mathematical vocabulary or develop children's counting skills as they play. This does not fully promote their early mathematical development.Parents say they are happy with the care and learning their children receive.

They feel well informed about their children's learning and development through regular feedback from staff. However, some parents say they would like more ideas on how to support their children's learning at home. Leaders are working on this and are planning to organise coffee mornings and creative workshops to help parents.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide more opportunities for children to count and use mathematical language in their play to further their knowledge of numbers and mathematical concepts continue to improve communication with parents by sharing ideas on how they can support their children's learning at home.