Roundhill Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders have identified a sequential curriculum that identifies knowledge and skills for children to acquire as they progress through the rooms. This includes a rationale for the organisation of the learning environment. For example, babies have access to soft-play equipment in their room to support their large-muscle movements and a range of sensory equipment.

Toddlers have activities at tables or on the floor with limited use of chairs to encourage them to stand or kneel to build their muscle strength. However, leaders have not monitored staff's delivery of the curriculum to ensure that children's learning is supported effective...ly. Leaders do not ensure that all children gain all the skills and knowledge they need in readiness for school.

This includes learning how to manage their feelings and behaviour appropriately.This said, staff model effective language that provides some support, so children can hear a range of vocabulary. This includes narrating play to babies and toddlers and singing songs with them.

Staff use role-play equipment to help children to develop story lines in their play, such as caring for babies and cooking. Staff use books with children across the setting. Staff are calm and caring towards the children.

They get to know children's interests and details about their home lives. Children form close connections with staff and show they feel, happy, safe and secure in their care.

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

Leaders have not focused sufficiently on the monitoring of staff practice to oversee the quality of teaching and learning.

Although staff receive mandatory training, which includes safeguarding and first aid, leaders have not implemented an effective programme of professional development for staff. Staff receive regular supervision. However, leaders have not supported staff effectively to reflect on their practice and provide them with guidance, coaching and training to improve their teaching skills to benefit children.

Consequently, the quality of children's education has declined.Staff plan a range of activities that children enjoy. Toddlers focus as they disassemble a Christmas tree and then re-decorate it.

Babies enjoy using paint and brushes to make marks and pre-school children play memory games. However, the planning for children's learning is general for all children in the room. Although staff identify next steps for children, they do not use these to inform their planning and teaching.

This means that teaching is not matched well to the needs of each child, which hinders the progress they can make.Leaders and staff have some effective strategies to help children to understand about a range of emotions and to cooperate with others. This includes the use of timers to help children to share and take turns.

However, leaders and staff unsuccessfully help all children to understand what is expected from them throughout the various daily routines. At times, this leads to a disorderly environment and hinders children's progress in managing their feelings and behaviour.Overall, children engage with the learning environment and make choices about what they want to play with and where to play.

Pre-school children enjoy the free-flow system between the indoor and outdoor learning environments. They concentrate as they set up a picnic with their friends in the role-play area. Babies explore the learning environment confidently.

Toddlers sustain their interest during mark making and show they are so pleased with their work they want to take it home and independently put it in their bags.Leaders understand about the importance of working with outside agencies when they identify that children have a delay in reaching their development milestones. This also includes having regular discussions with parents about their child's progress.

Leaders have developed effective partnership working with parents through their key-person system. Parents appreciate the communication they receive about their children's day. Although leaders provide parents with a regular newsletter that provides ideas for activities at home, these are generic and not a reflection of children's individual development needs.

Staff support children effectively to manage their everyday care routines. This includes managing toileting routines, when they are developmentally ready. Staff identify children's preference for toilet seat or potty to help provide continuity with home.

Leaders support children's health well. Pre-school children have plenty of opportunities to be physically active outdoors. As part of the curriculum, staff help children to learn about healthy lifestyles and nutritious food.

Leaders ensure that children receive a nutritious home-cooked meal each day and healthy snacks. They operate a no-juice policy and children have drinks of water or milk.

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 meet the requirements of the early years foundation stage, the provider must: Due date improve the monitoring of staff practice and use this information to inform planning for their professional development with a focus on improving the quality of teaching 18/02/2025 help staff to plan learning experiences that reflect the individual development needs of each child and focus on helping them to build on what they already know, understand and can do 18/02/2025 improve teaching and provision to support children to manage their feelings and understanding of the expectations for their behaviour.18/02/2025 To further improve the quality of the early years provision, the provider should: nextend parent partnerships to provide all parents with ideas to support their child's continued learning at home.