Sandpit Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of education provided varies. Staff support older children's thinking as they play.

For example, staff say, 'I wonder why the dinosaurs can't swim?' This expands children's interest, who engage in learning for extended periods. However, younger children are often disengaged from play or learning. The joint baby and toddler room is overwhelming for children who are unsettled.

As a result, the youngest children do not always benefit from the learning programmes provided. Leaders are working hard to make improvements at the setting. They are finding it difficult to recruit enough staff and a permanent manager..../>
Despite this, they have met several actions that were raised at the last inspection. Staff can now identify and address any potential risks. This helps to keep children safe.

Staff have an improved understanding of children's individual needs. They know how to help them achieve the next steps in their learning. However, staff do not consistently provide the right teaching and support.

Leaders provide training and supervision. This is not yet precisely targeted to raise the quality of care and education provided.Partnership with parents has been improved.

Staff talk to parents about their child's day. They ask parents about their child's learning at home. Leaders have plans to continue to improve the information that is shared with parents.

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

Since the last inspection, leaders have worked hard to make improvements. They have designed a curriculum with the intention of helping all children to make good progress in their learning. Leaders observe staff's practice and model good teaching strategies.

However, the quality of education provided is not yet consistent. As a result, not all children make the best possible progress of which they are capable.Staff working with older children engage in good-quality interactions with them.

They introduce new words during play and through stories. Children confidently recall that the person who writes a book is called the 'author'. Sometimes, staff working with younger children sing and share rhymes with them.

At these times, younger children join in. They copy actions and try to sing along.Although there is a separate baby room available, babies and toddlers are cared for in the toddler room.

This is to support staffing arrangements. Leaders have created a smaller, baby-friendly area within the room. However, staff do not use it.

Babies play in the main toddler room. They also use the same outdoor area as toddlers and older children. These spaces are not designed to meet the youngest children's needs.

Consequently, their individual learning and development are not consistently well supported.Older children work well together. They ask their friends if they could have more building bricks.

They reply, 'Of course you can'. Children help staff to tidy up. Staff praise and reward them.

Children are proud of their achievements. This helps them to develop a positive sense of themselves.At times, toddlers play too roughly with babies, which makes them cry.

Staff do not supervise the babies closely enough to prevent this happening. This does not support younger children's emotional well-being.Since the last inspection, leaders have improved partnerships with parents.

They have facilitated stay-and-play sessions. Staff share key information with parents when they collect their child. Each week, staff ask parents about their child's time at home.

They use the information to support children's learning in the setting. Leaders recognise that this can be further improved. They have plans to share more-detailed information about children's development, such as through parents' evenings.

Staff work quickly to identify if there are any concerns in a child's development. They work well alongside parents and other professionals. This helps to ensure that children receive the swift support they require in their learning.

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 ensure that staff training and development opportunities are targeted to improve the consistency and quality of all staff's practice 14/12/2024 provide an environment and resources that meet the needs of the youngest children and promote their focus on learning 14/12/2024 ensure that staff deployment meets children's individual needs, and that babies are consistently well supervised.

21/10/2024