Spire View Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The nursery leaders care deeply about the children and families who attend the setting.

They are passionate in their aims to give children the best start in life and provide them with the skills and knowledge that will support them when they move on to school. Staff who work with babies in the nursery ensure that there is a clear curriculum in place. However, weaknesses in the delivery of the curriculum for older children means staff do not encourage children to develop their curiosity and thinking skills.

This results in children becoming disengaged. This in turn does not help children to develop a positive attitude to l...earning. Staff provide a range of activities to support their key children.

However, activities are not always organised well enough to maintain children's attention. Transitions from one activity to another sometimes take too long, and children lose focus and wander away. As a result, some children display unwanted behaviour.

Staff do not manage children's behaviour in a consistent way to help children understand the rules, expectations, and potential consequences of their actions.

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

Leaders have a clear vision for children's education programmes and a progressive curriculum is in place. However, leaders have yet to ensure that all staff understand how to deliver the curriculum that has been designed.

Although staff know about child development they do not tailor activities to support all children's learning.Babies are happy and settled. They quickly develop good relationships with their key person.

Staff know the children well and respond when they are tired or hungry. For example, they put babies to sleep into cots when they show signs of tiredness. Staff know what they want babies to learn next.

At mealtimes, they encourage babies to try foods and eat independently with their spoon.Staff do not fully engage older children in meaningful learning and play. For example, during a play dough making activity, children quickly lose interest and become distracted.

Staff continue with the activity and do not encourage the children to focus. At other times children wait for extended periods of time for all children to finish their lunch and for staff to carry out other tasks. At these times, some children become restless and this impacts their well-being.

Staff support children to be independent and incorporate opportunities through the daily routine that encourage children to manage everyday tasks for themselves. Babies learn to feed themselves. Older children learn to pour drinks and select their own snacks.

Staff help two-year-old-children to understand about toileting and good hygiene routines.Staff are kind and caring and form warm relationships with the children. Children feel comfortable in staff's care and demonstrate friendly behaviours.

For example, pre-school children confidently shout 'hello!' to their friends and staff as they walk into the room.Generally children behave well. However, not all staff know how to support older children to listen or follow instructions.

Staff do not provide older children with the skills they need to understand the impact their behaviours have on others.Staff do not always use opportunities to promote children's language skills well. They follow children's lead during play but do not extend their vocabulary enough.

Most interactions, while warm and energetic, lack varied words that help to expand children's knowledge. For example, when preschool children are playing with chalks, staff use basic words, such as 'wow' and 'well done' when the children are creating marks by themselves.Staff support children and families who speak English as an additional language well.

They use a variety of approaches to enable effective communication with all parents. Leaders work hard to build supportive relationships with parents and view this as a key focus. Parents talk positively about information shared during handovers.

They say that staff keep them updated about what their children have been doing, their care routines, sickness and any accidents. This helps to promote consistency in children's learning and development.

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 improve the delivery of the curriculum so all children are engaged in their learning 28/06/2024 ensure staff manage children's behaviour in a consistent manner so children learn what is expected of them.28/06/2024 To further improve the quality of the early years provision, the provider should: nimprove the quality of staff interactions to support children's engagement and communication and language development further.