Secret Garden Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff are gentle, kind, and welcoming. They get to know the children and their interests well; this helps children to settle quickly and feel secure. Staff role model positive relationships, so children behave well, share and are kind.

For example, children offer to share resources and invite their friends to join them, such as looking at books together. Staff help children to make links across their learning. For example, to help toddlers with feeding themselves, they remind them of how they used a scoop in their activity.

Older children looking at a picture of the planet Earth recall, with staff, talking about where ...they live. The manager plans an effective curriculum and staff implement it well, focusing on the prime areas. For example, at story time, even toddlers new to the setting, become engrossed and engage with enthusiasm.

Staff successfully get children involved and active, developing their large muscle skills. When appropriate, they listen and concentrate, eager to recall what's next, demonstrating a positive attitude to learning. Staff provide just the right amount of support for children to become independent.

For example, toddlers learn to manage their clothes when using the potty and wash their hands for lunch. Older children put on their coats and help prepare and serve their snack. Teachers from the local school confirm how well staff prepare children for their next stage of learning.

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

The manager has supported staff with following children's emerging interests to motivate their learning more effectively. A recommendation at their last inspection. The planning is sequenced well to prepare each child for their next stages of development, ensuring they are confident to have a go at new tasks.

For example, staff support older babies with climbing and managing stairs, before they go to the toddler room, and toddlers with being potty trained before pre-school.Staff use their observations and assessments effectively, to know what children can do and what they need to be learning next. The managers ensure that children receive additional funding or support where needed; quickly making referrals to outside agencies and targeting their planning, to help children catch up with their peers.

Children are confident communicators. All staff consistently recast children's mispronounced words and add vocabulary. They engage babies and toddlers with eye contact and facial expressions, and older children in good conversations.

For example, pre-school children describe how caterpillars make a cocoon and become a butterfly, and others play games that teach them spacial positions.The manager recognises the impact children's language skills has on their behaviour and staff focus on supporting communication, through pictures, sign, and demonstration. Staff successfully support children who are learning English as an additional language, to help all children manage their emotions and build good relationships.

Children develop a positive attitude to valuing people's differences.Staff organise the resources well to help children lead their learning. For example, older children select play food and staff help them to extend their knowledge of the more unusual fruit and vegetables.

However, on occasions they do not challenge children's mathematical development, such as grouping items or counting further.Managers take appropriate action to safeguard children, such as moving them to a safe area, following an unforeseeable recent incident. They have procedures to prevent choking, such as cutting up sausages and grapes, according to children's abilities.

Children are taught safe practices, and staff involve older children in assessing risks for themselves. Children enjoy nutritional meals, while staff engage them in good discussions about healthy eating, ensuring children keep hydrated.Parents of children requiring additional support and those learning English as an additional language, receive good information.

For example, managers translate newsletters. Staff meet with parents to discuss their children's transfer to school. Although staff use an on-line system and talk to all parents daily, some parents confirm that they do not all receive the same good quality information, to support their children fully at home.

The management team take their staffs' wellbeing seriously and have relieved them of unnecessary paperwork, to spend more time with the children. The manager works with her staff and uses supervision and staff's strengths to improve practice. For example, staff who have trained to support children's language and communication skills, disseminate their knowledge to others.

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 staff further with providing all parents with consistently good quality information, to enable them to better support their children at home nimprove staff awareness of using all activities to extend older children's mathematical development even further.