Seesaw Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thrive in this warm and friendly nursery.

As children arrive, they leave their parents with ease as they are excited to join their friends to play. New children settle very quickly. They benefit from gradual settling-in sessions.

Staff gather information from parents about children's likes and dislikes when children join. This helps staff to plan for children's needs from the start. Children's new key persons provide dedicated one-to-one support as they get to know children.

Staff are kind, caring and responsive to children. They provide plenty of cuddles and reassurance to support children's emotiona...l development. Children form close bonds with staff.

They demonstrate that they feel safe, secure and happy.Staff provide gentle reminders about behavioural expectations. Children are aware the 'golden rules', such as kind hands and walking feet.

They have a positive attitude to learning and to helping others. For example, children are eager to help staff tidy away the outdoor toys. Staff support children to develop independence.

Children get their own boots and coats on with little support. They spread butter on crackers at snack time. Staff provide plenty of praise and encouragement to boost children's self-esteem and raise their confidence levels.

Children are confident to talk to visitors and tell them that they like nursery and that it is 'good'.

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

Leaders and staff have worked hard to raise the quality of the provision since the last inspection. Staff morale is high because they appreciate the support the leaders provide.

Ongoing training and mentoring helps staff to develop their skills and raise outcomes for children.Staff get to know children well. They understand what children already know and what they need to learn next.

Overall, the quality of teaching is good. Staff ask questions, engage children in conversations and encourage them to undertake tasks. However, there is scope to focus planning for adult-led activities more sharply on children's individual learning needs to help children make the best progress.

Staff promote children's good health. For example, children benefit from regular fresh air and exercise. Children enjoy playing in the outdoor areas in any weather.

Recent rainfall enhances their enjoyment as they put their boots on to splash in puddles. Staff provide nutritious meals and snacks. Children know that they wash their hands before eating and after wiping their noses to prevent germs spreading.

Children develop strong physical skills. Staff support the youngest children to develop their core strength as they chase and catch bubbles. Older children ride balance bikes with increasing skill.

Children develop their small muscles as they fix train tracks together, build with construction pieces and complete jigsaw puzzles.Staff place a high priority on promoting children's language and communication development. They talk to children, modelling language and new vocabulary.

Staff prompt children to recall information. For example, as children toss pancakes, staff ask them what ingredients they had used to make them. Staff use successful strategies to support children who speak English as an additional language.

They learn key words in children's home language and use picture cards and visual timetables.Successful partnership working with other agencies and professionals means that children who have special educational needs and/or disabilities receive the support they need. Staff identify when children need extra support and swiftly seek appropriate advice and guidance.

Consequently, these children make good progress from their starting points.Staff support children to play together cooperatively. Children play table-top games where they patiently wait for their turn.

They have great fun as they throw and catch balls with each other. For the most part, staff provide consistent experiences to motivate children to play and learn. However, there are times during transitional periods of the day, such as lunch times, when children lose focus as they have to wait.

Staff forge strong relationships with parents. They share information through daily conversations, electronic communications and daily written feedback for babies. Parents speak extremely positively about the support they receive from staff.

They comment that they could not do without them and that they can see the progress their children are making. Children take story sacks home to share with their families. This helps parents to build on children's learning at home.

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: focus more precisely on children's individual next steps in learning during planned adult-led activities review the organisation of transitional times to help consistently engage children in play and learning.