St. Andrew’s Nursery Group

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The setting offers a broad and sequenced curriculum through well-planned activities. Staff support children to develop their language skills.

They read and sing to the children with enthusiasm and enjoyment, and they provide opportunities for children to hear unfamiliar words. Children excitedly act out stories in the garden and join in with the actions. Staff encourage children to use expression when shouting out key words and phrases.

Children are eager and inspired to learn.Staff help children to develop their independence skills. Children are encouraged to pour their own drinks, wash their own hands and put their b...elongings away.

Children move happily and freely between the bright indoor areas to the well-resourced gardens. They choose from a variety of resources that support their different abilities such as balance bikes, tricycles and ride-on toys. Children navigate the outdoor track demonstrating confidence and skill.

This supports their developing coordination. Children enjoy being active and make good progress with their physical development. Staff plan opportunities for discussions about feelings and emotions using books and a 'feelings' mirror.

Staff play games with children that encourage the development of friendships and sharing. They use prompts, such as 'your turn', with younger children and detailed explanations to older children. Staff promote the importance of being good friends.

Children develop positive attitudes to learning and develop skills for future learning experiences. The curriculum supports children to make good progress and promotes their well-being effectively.

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

Staff are considerate of children's needs and support their personal development.

Relationships are respectful and secure attachments are formed. Staff understand children's different needs well. This helps all children to feel safe and to find familiar adults when they need reassurance.

Children with special educational needs and/or disabilities are supported very well. Staff work closely with parents and other professionals to identify priorities and next steps for children. Additional funding money is spent effectively so it has the maximum benefit on children.

Staff implement interventions to narrow gaps in learning. Children's individual needs are met.Partnerships with parents are a strength.

Staff share information through an online application, face to face and in written reports. Parents appreciate the updates they receive and comment on the progress their children have made. This helps them to complement children's learning and development and promotes consistency of care.

Staff are good role models. They help children to build friendships and to solve minor disagreements. Staff demonstrate patience.

They respond calmly when children are in a naturally strong emotional situation. Staff praise children's effort and the good manners that they use. Children are developing an understanding of what is expected of them.

They are beginning to understand their actions can affect others.Leaders keep a general overview of the setting to help them maintain good-quality provision. They provide staff with some professional development opportunities to help steadily increase their knowledge and skills.

However, leaders do not monitor closely enough to enable them to precisely identify and support individual training needs. This means that some staff deliver aspects of the curriculum more effectively than others.There is a focus on language and communication skills throughout the setting.

Staff use Makaton signs to support children's communication skills, and children sing and sign nursery rhymes. However, occasionally, staff's interactions with children do not support language development as well as they could. Although interactions are positive, staff do not always differentiate them.

For example, sometimes the same questions are posed to children of different ages and stages of development. This means that some children's good and existing language skills are not built on even further.Leaders have ensured that good links have been formed with the adjoining school.

Children can dress up in school uniforms and look at photos of the classrooms and teachers. Newly developed transition arrangements help children to feel confident and emotionally equipped for the eventual move. Children talk about their new school with enjoyment.

Diversity and inclusion are promoted well. Leaders help children to learn about different festivals and events. They also ensure that children have a good understanding of the local community.

Children experience a range of outings, such as to the library and fire station. They also learn from visitors, such as a soldier, a personal trainer and a representative from the RSPCA. Children are gaining a broader understanding of the world and scope of experiences.

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 better sequence the communication and language curriculum provide staff with precise targets and training that continually improve the quality of education.

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