Small Wonders Day Care Nursery (lea Green)

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Well-qualified and experienced staff welcome children into this safe and inclusive setting. The acting manager has embedded a robust key-person system which helps staff to build strong and caring relationships with children.

Babies happily reach their arms out to familiar staff, while older children skip into their rooms, eager to see staff and their friends. The enthusiastic and dedicated acting manager has a clear ambition for all children to succeed. She plans the curriculum with a focus on communication and language.

Staff continuously model good conversations and they build on children's language during play. Chil...dren in pre-school use complex words. For example, staff introduce words such as 'solution' as they help children to make up a story.

They help children to think about what this word means. Children build a wide vocabulary and they hold increasingly detailed conversations. This prepares them well for their transition to school.

The acting manager has high aspirations for all children. She works tirelessly to ensure that all children, including children with special educational needs and/or disabilities (SEND), benefit from the full curriculum. For example, in partnership with other professionals, the acting manager made changes to the outdoor area.

As a result, all children can safely access and benefit from the outdoor learning environment. Children, including those with SEND, make good progress.

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

Partnership with parents is a strength of the nursery.

The acting manager uses parent evaluation to shape services. For example, parents said they found it difficult to access a dentist. The acting manager invited a dentist into the nursery.

She provided parents with details of local dentists with current spaces. As a result, several children are now registered with a dentist and have regular dental checks. In addition, the nursery offers parents dental packs to encourage toothbrushing at home.

Physical development is sequenced as children move through the setting. For example, babies have opportunity to pull themselves to standing. As they become steady walkers, staff help children to develop their balance on ramps and different surfaces.

Older children have fun as they roll large tyres. Children develop their large muscles and core strength.Children are encouraged to develop their self-care skills.

For example, babies are encouraged to make choices by pointing. Children become more independent in feeding themselves and toileting. Pre-school children take responsibility for tasks such as putting away the resources they have used.

Children have a 'can-do' attitude. They demonstrate good levels of independence.Staff consider how the curriculum can support children in readiness for school.

For example, they change the home area into a clothes shop. Children have tremendous fun as they practise dressing and undressing and they learn to fasten buttons and zips. In addition, children join circle times and group games to build their social skills and interactions with peers.

Children play well together. They develop skills that will help them when they go to school.The nursery works hard to promote equality and diversity.

Staff talk to families about the traditions and beliefs which are important to them. They consider ways to include these in the curriculum. For example, staff plan learning experiences for children to learn about events their friends celebrate.

Children begin to develop an understanding of the differences and similarities between families.Staff implement the curriculum to include child-initiated and adult-led learning experiences. However, staff do not always consider distractions in the learning environment and how these impact some children.

For example, during small-group activities, the noise level in the room can make it difficult for all children to hear. At these times, some children can lose concentration and they disengage from activities for short periods of time.The special educational needs coordinator (SENCo) is committed to ensuring that children with SEND receive appropriate support.

She works closely with staff to identify children's needs and gaps in learning. The SENCo develops robust plans to support children's progress. Where referrals are required, these are completed swiftly.

As a result, children with SEND receive timely intervention and make good progress from their starting points. In addition, the acting manager carefully considers how funding can be used to support learning. For example, children benefit from trips that are carefully planned to build on their current experience and knowledge.

The acting manager and room leaders support staff through regular meetings. They help staff to identify learning which will improve their teaching and practice. For example, staff have recently completed training to help them support children's well-being.

Following this, they have developed an area to help children to explore their feelings. As a result, children are increasingly able to regulate their behaviour. Children's behaviour is good.

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 to plan learning experiences that encourage all children to remain focused and develop high levels of involvement and engagement.