Sai Jyoti Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children eagerly engage in the activities that staff plan and prepare.

Staff know children well and plan activities based on their interests. Children enjoy preparing food for themselves. Staff help them to slice fruit for their dessert as they know how this engages children's attention and maintains their interest.

Children recognise a circle as they slice banana and cut strawberries for their dessert. They count the pieces of fruit with staff, who also include words for size and shape as children take turns to mix the fruit together. Children enjoy having a taste with some pieces of fruit not making it into the bowl....

Staff have high expectations for all children's learning. Children appear happy and feel secure. They form strong bonds with staff and peers.

Behaviour is good. Children play well together, taking turns and sharing with minimal support from staff.Children requiring additional support or children with special educational needs and/or disabilities are identified early.

Requests for support from local services are made with parental agreement. Staff initiate support in nursery using small-group activities and share what they are doing with parents. Workshops and home visits from staff show parents how to help their children at home.

Strong partnerships are formed as parents quickly see their children making good progress.

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

Since the last inspection, leaders have developed the partnerships with parents. Staff who share home languages are allocated as key persons to support both children and their parents who speak English as an additional language.

Staff make sure they have a clear understanding of children's needs when they join the setting. Parents meet with staff to discuss children's development and to devise tailored next steps for learning. Parents understand the role of the key person and how they support their children.

Staff work effectively in partnership with parents. Following a local initiative, and additional training, staff visit families in their own home. Staff use books and activities in home languages to model play and interactions with children.

They share information on supporting children's development and work together with parents on key skills, such as toilet training. Parents are playing an active role and are fully involved in their child's learning.There is an ambitious curriculum for all children's learning.

Staff understand that language is the foundation of learning and support children through a range of activities and experiences. For example, English is introduced in small-group sessions, and children practise by singing songs and completing actions. Books and stories are repeated to enable children to recall and sequence the events.

However, during an adult-led activity, staff over-directed children's participation by repeating verbal instructions and did not consider other ways to introduce new skills to children.Staff clearly understand how to support children's emotional well-being. They spend time with children to form strong relationships.

Meetings with parents ensure information about care needs is shared and understood and children make good progress.Children are well prepared for their next stage in learning. Staff visited a local school to discuss the skills children need to make a successful transition.

As a result, they devised activities to develop older children's hand skills. Children develop an interest in letters and in identifying their written name. Parents consent to share information, via summary progress reports, to enable children to make a successful move into school.

Staff supervise children well. Children have daily opportunities to get fresh air and exercise. They enjoy a wide range of outdoor activities as staff bring resources to the play space used by the setting.

Children eagerly prepare to go outside. However, the routine to return to the nursery is not as smooth and staff have to remind children of the routine and behaviour expectations.Parents speak highly of the care and support their children receive.

They praise how staff regularly share information with them about what their children are learning and how they can support children at home. They enjoy seeing photos on the online app. Parents say their children have continued teeth brushing at home following an oral health workshop at nursery.

Staff have access to a wide range of training both online and face to face. Staff comment on how peer-on-peer observations and regular supervision sessions promote development of practice. They describe morale as very high among the staff team, as they feel valued by leaders who identify their strengths.

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: support children's understanding of daily routines and how to prepare for changes between activities develop staff teaching skills further to consider the strategies they can use to increase children's learning during adult-led activities.