Rosemount Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are very happy and settled at this welcoming setting.

They show that they feel safe and secure as they make choices about their play and interact positively with others. Children form affectionate relationships with the kind and attentive staff. Therefore, they are confident to share a joke or to seek a reassuring cuddle when needed.

Children respond positively to staff's high expectations. They play happily together and develop secure friendships with their peers. Older children demonstrate an awareness of the nursery's 'golden rules', such as 'good listening' during their group activities and being kind to o...thers.

They display positive attitudes to learning and concentrate well on the things that interest them. For example, children show creativity and attention to detail as they draw self-portraits using crayons. Children's learning is enhanced considerably by the opportunities for outdoor play.

The large garden is used all year round, to help children develop their curiosity and love of learning. Children have excellent opportunities to explore, discover and take risks in a safe environment. They develop superb physical strength and coordination.

For example, children confidently carry large crates up a ladder to their playhouse. They demonstrate their active imaginations and good language skills as they explain that they are creating 'sun chairs' to sell in their pretend bed shop.

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

The manager and staff have a clear aim for the curriculum.

They help children to learn about the world around them and to build good foundations in all areas of learning. Therefore, children acquire a broad range of skills and knowledge in readiness for starting school.Children play and learn in a friendly and inclusive environment.

Staff value the diversity of cultures and languages in the setting and reflect these in the activities and events that they provide. There is strong support for children who have special educational needs (SEND) to ensure that they access the full curriculum. Staff form effective partnerships with parents and other professionals to help children achieve as much as they can.

Staff know their key children extremely well and speak with genuine affection about their individual characteristics. They track children's progress closely and identify where they need support. However, staff do not always use what they know about children effectively when planning and delivering group activities.

Therefore, at times, children lose their focus or become confused about what staff are trying to teach them.Children show positive attitudes to learning. They are proud of their achievements and enjoy sharing these with staff.

Children are full of energy and creativity during their self-led play. For example, they create their own props during role play, such as using petals and leaves to represent food, or making a bed for their dolls from pinecones.Children develop their language and literacy skills particularly well and learn to express themselves effectively and with confidence.

They have access to a wide range of books and listen to stories each day. Older children practise their writing skills and learn about letters and sounds. They enjoy lively conversations with staff, who introduce a broad range of vocabulary during play.

In general, staff promote children's personal care skills well. For instance, they teach children to use tissues independently and to wash their hands at appropriate times. However, the routines at some mealtimes are not successfully organised to support children's learning and independence as effectively as possible.

Staff say that they thoroughly enjoy working at the setting and are well supported by the owner, manager and other colleagues. They have regular supervision and training to help develop their professional skills and knowledge. Staff speak enthusiastically about the positive impact of training.

For example, they have enhanced the strategies to support children with SEND.Parents speak highly of the setting and describe it as a 'home from home'. They say staff are genuinely attentive and caring.

Therefore, they are confident to leave their children because they know that they are safe and happy. Parents are kept well informed about their children's progress. They appreciate the opportunities to be involved in their children's learning, such as through the setting's book-lending scheme and by attending special events.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand their responsibilities to safeguard children. They complete safeguarding training and regularly discuss a range of safeguarding matters to help strengthen their knowledge.

This includes issues such as the risks from exposure to extreme views or domestic abuse. Staff know how to identify the signs of child abuse. They are confident about what to do if they have a concern about a child's welfare or the conduct of a colleague.

Staff supervise children effectively and assess the environment to remove and reduce potential hazards. There are robust recruitment processes to help ensure 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: support staff to use what they know about children more effectively to plan and deliver group activities that consistently engage children and build on what they already know and can do review and improve the organisation of some mealtime routines to further enhance the experiences and learning opportunities for children.