Spring Wittering

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff are kind, caring and warmly greet children as they arrive. This helps them to feel safe and settled at the nursery. Staff know the children well and build strong relationships with them.

Children of all ages are confident and motivated to learn. Staff support children to develop a love of books. They read to children with enthusiasm, which captures their interest and engrosses them in the story.

Very young children show they remember stories as they act out their favourite ones. All children are supported to develop their vocabulary. Throughout the nursery, children and staff frequently sing and dance together....r/>
The management and staff team have designed a curriculum that is ambitious and sequenced to focus on children making the best progress as they move through the nursery. Staff readily identify the next steps in children's learning. They quickly identify children with additional needs and ensure timely support is put in place.

Children with special educational needs and/or disabilities make good progress. Children's behaviour is good. When younger children visit new rooms, older children greet them happily and readily share the resources.

Staff gently remind children of the nursery rules. Children play happily alongside each other and develop a strong sense of well-being.

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

The management and staff work well together and support each other, and deployment is good.

They report their well-being is good. Staff receive regular supervision to discuss children's needs and their own professional development. There is a commitment to further training at all levels.

This helps to ensure that staff are familiar with the latest information and updates about early years.Staff support babies to settle in over several sessions and build strong attachments. Transitions are carefully considered to help children to adjust as they move through the nursery and prepare for school.

Staff share key information about the children with each other to support these transitions. Children build relationships as they meet their prospective teachers in readiness for school.Babies develop their physical skills as they climb up the steps and roll down the soft-play slide.

All children relish their time outdoors and have ample opportunities to play in the fresh air and exercise. Younger children practise their coordination and balance as they use plastic 'walking feet'. Older children successfully ride on bicycles around the one-way play road.

Children develop mathematical understanding as they play. They count and compare the sizes of the cars as they roll them down the drainpipe. Staff help children to experiment by moving the drainpipe up and down.

Children quickly realise the higher they put the drainpipe, the faster the car descends.Children make good progress in their communication and language. Staff support babies by modelling sounds and interpreting their babbles.

Older children are introduced to new words such as 'sweet' and 'floral'' when cutting lavender plants. Staff recognise the value of singing songs and rhymes and reading stories to help children acquire and use vocabulary. These are part of everyday practice across the nursery.

Staff encourage children to become independent and develop self-help skills. Babies are introduced to self-feeding. Younger children are encouraged to put on their own shoes when they come in from the garden.

Older children learn to self-serve their food at mealtimes. This helps children to prepare for the next stage of their learning journey.Staff plan a good range of interesting and exciting activities that children readily join in with.

They engage well with children as they play. This helps to extend children's enjoyment. However, occasionally, the organisation when children move between routines is not managed well enough to ensure all children are able to remain focused and engaged.

Parents speak positively about the staff and the setting. They are kept up to date with their children's progress and development. Parents value that the staff know the children well and understand their needs.

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 manage transitions between activities for children so that they can remain focused and engaged.