Rosendale Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy. They form secure and trusting relationships with practitioners who warmly greet them as they arrive.

This helps children to settle quickly. Children follow the routine and are kind to their peers. For example, older children ask their peers to join them making asteroids.

Younger children patiently wait their turn on the climbing frame. Babies understand the cues of songs to know what is next. Practitioners are skilled at capturing children's interest when reading stories.

Babies turn the flaps to discover zoo animals. They make the animal sounds and use actions to show how big they are. Old...er children go on a journey through space.

They count backwards in anticipation of the rocket blast-off. Practitioners make good use of circle time to promote language skills.Activities for the older children link to themes.

Children develop their fine motor skills modelling play dough. In the garden, younger children ride on cars and scoop sand. Children are confident.

They seek out practitioners to share their experiences. Babies toddle over to greet practitioners as they return to the room. Children develop good hygiene skills.

Babies enjoy the support from practitioners to develop self-care skills such as washing their hands before meals.

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

Leaders are clear on their vision for the nursery. They are well supported by their seniors and implement the same support for their staff.

Regular supervisions consider staff's well-being. Staff feel valued as a team. The manager is aware of staff's workload and utilises her time to support them.

However, she has not identified all weaknesses in the provision yet.There is a strong focus on communication. Practitioners seize opportunities to introduce vocabulary.

For example, during a painting activity, children are introduced to new words around patterns, such as 'zigzag' and 'spiral'. Children are given time to describe what they see. Children who speak English as an additional language are supported with words and books in their home language.

Leaders use funding effectively to train staff further in language and communication. This has a positive impact on children's communication overall.Parents speak highly of the nursery.

They appreciate the regular engagement with practitioners that keeps them informed. For example, individual time to talk to practitioners on pick up cements their trust. Termly meetings with key persons provide parents with development updates on their children.

Practitioners provide ideas and resources to parents. This enables children to continue their learning at home.Children with special educational needs and/or disabilities (SEND) are well supported.

Practitioners work with parents to complete referrals and draw on professionals for assistance. Opportunities to access funding are successfully achieved to ensure that children access their full entitlement. Individual education plans are updated to reflect children's development.

This enables children with SEND to reach the best possible outcomes.Children's emotional development is well supported. Practitioners are caring and sensitive to children's needs.

Children are confident and seek cuddles when they need reassurance. Practitioners praise children's efforts, which helps boost children's self-esteem. Practitioners know children well.

They use opportunities to talk to children about significant events in their lives. This helps children to feel valued and included.Leaders know the intent of their curriculum.

They reflect on practice and make adjustments to ensure that children can consolidate learning, for instance by stretching activities over two weeks. However, practitioners do not consistently implement this. For example, the learning environment for younger children is not organised to support their next steps.

Therefore, some children do not benefit from opportunities to embed their learning.Children enjoy healthy, freshly cooked meals. Procedures are in place to ensure that allergies and dietary requirements are considered to keep children safe.

Practitioners sit with children and make mealtimes a sociable event. Older children feed themselves, while babies are supported. However, children are not encouraged to serve their own meals, which would further develop their independence skills.

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: develop staff's understanding of how a planned learning environment supports children's next steps effectively seize opportunities for children to increase their independence skills, especially at mealtimes build on systems to evaluate staff's practice to help identify any areas for development.

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