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Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children build positive relationships and respond well to the staff's high expectations. Children are confident and show high levels of motivation. They are keen to try new skills and show a great sense of pride when they achieve.

For example, young children learn to balance as they walk up and down a plank. As their confidence grows, they bounce like the older children. They are particularly pleased with themselves as they learn this new skill.

Children demonstrate a secure knowledge of healthy lifestyles and are keen to take controlled risks, particularly in the outdoor environment. This area is very well resourced a...nd gives children opportunities to climb, dig, and build their own obstacle course. Children grow their own fruit and vegetables, learning about where food comes from and healthy options.

Staff know the children particularly well and provide a rich curriculum that is tailored to the children's individual needs and abilities. Staff complete regular observations and assessments, and discuss with parents children's progress at home. This enables them to gain an accurate picture of what the children know and what they need to learn next.

As a result, children make good progress in all areas of their learning.

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

Children with special educational needs and/or disabilities are well supported. Staff work closely with other professionals to plan an individual curriculum for each child based on their specific needs and abilities.

Parents are fully involved and value the support provided for their family by the staff.Children behave extremely well. They show consideration towards each other.

For example, children pass toys to their friends and help each other put on their coats. At the lunch table, all the children sit together and show good table manners. Children cooperate well as they play.

In the outside area, older children work together to create an obstacle course.Staff deliver a varied curriculum tailored to children's individual needs and interests. For example, older children learn about how things work as they take apart old equipment such as a toaster and a compact disc player.

Younger children use treasure maps to find treasure hidden in the garden, following clues until they find it. Babies are confident to explore their very well-resourced environment with support from staff. Regular observations and discussions with parents enable staff to plan what children need to learn next and devise a learning opportunity to meet this need.

Staff create a welcoming and homely environment for the children. They carefully consider how children can access the toys and equipment independently, and they change the environment regularly to reflect children's interests. For example, a group of children had visited the local shop and wanted to recreate it in the nursery.

Staff provided good resources to allow children to do this, such as a till, shop counter, baskets and produce. As children's interests change, they adapt the shop into a clothes shop to extend children's learning further.Staff build effective relationships with parents and carers.

There are good opportunities for parents to contribute to their children's learning through the online system and discussions with their children's key person at drop-off or collection times. Parents value the flexibility the nursery can offer and talk about how well their children are progressing, particularly with their speech and language. Staff use parents' knowledge and skills to enhance children's learning.

For example, they fully involve parents in discussions about oral health, healthy eating and general well-being, as part of their 'Healthy Under Fives' initiative.Staff work well together as a team and report that they feel well supported by the managers. They have lots of opportunities for their continued professional development through training, staff meetings and individual meetings with managers.

The managers consider staff's workload and make sure that they have the appropriate time in their working day to complete their observation and assessment records.Staff work hard to create a stimulating outdoor environment. For example, they have created a bamboo tunnel for children to explore, and different textures and levels create good opportunities for children to take risks.

Children have good opportunities to investigate the natural world and grow fruit and vegetables. However, they do not always have opportunities to experience technology in the outdoor areas.

Safeguarding

The arrangements for safeguarding are effective.

Managers and staff have a good understanding of safeguarding, including the wider aspects such as the 'Prevent' duty guidance. All staff attend training online or in person to make sure their knowledge is up to date. All staff are confident with the procedures to follow in the event of a concern about child welfare.

Managers are confident to follow these procedures further with various agencies to ensure that children are safeguarded. Staff provide a safe and secure environment where children learn to take controlled risks and understand how to keep themselves safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review opportunities for children to access technology, to help them develop their early technology skills.