Tenderlinks Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The nursery is established in the community. Most of the families live in the proximity. The nursery welcomes siblings of children who have moved on to school or are already in the nursery.

Parents speak positively of the nursery, and children form secure attachments with staff. Children arrive happy and are greeted warmly by staff. They easily separate from their parents as they say goodbye.

Children are greeted by their friends as they enter their room. They select activities to play with and enjoy the independence of selecting toys. Although staff plan learning opportunities for children, some adult-led activities are ...not tailored and implemented effectively.

This results in children not fully benefiting from what staff intend them to learn. Overall, children behave well. Staff working with the older children and babies use appropriate methods that support children to listen and understand expectations.

However, practice for toddlers is inconsistent. Staff are not organised effectively and this results in children taking longer to settle when there is a change in routine. Despite the weaknesses, staff support children to be confident and independent.

For instance, older children competently manage their personal needs in the bathroom. Younger children are encouraged to put on and take off their own coats. Children are happy.

They delight in joining in activities, such as planting seeds and playing in the garden, and older children enjoy engaging in conversations with each other and staff.

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

Since the last inspection, the nursery has undergone changes with regards to having a new manager and some new staff. The manager is aware of the areas for development and is working closely with the staff team and the local authority to embed effective practice and support staff development.

Staff feel well supported by the manager. They talk confidently about training they have attended and their individual supervision sessions. However, more attention needs to be given to the monitoring of staff practice.

The quality of teaching is not closely evaluated to ensure it is of a good level for children of all ages.Generally, children behave well. For example, older children and babies understand staff's expectations.

They listen and carry out simple instructions. However, behaviour management for toddlers is not always consistent. Staff do not take into consideration children's age, their needs and interests when thinking and planning what should be next.

Therefore, changes in activities do not always go as smoothly as possible. This has an impact on children's learning.Staff provide a range of opportunities for children to develop their communication and language skills.

Babies enjoy singing and join in with the parts they know. Older children join in lengthy discussions with staff and each other. In the garden, staff talk to children about what they are planting.

Toddlers learn words, such as 'seeds', which they proudly show. Staff talk to children during activities and talk to them about what they are doing. This exposes children to a range of vocabulary, including children who are learning to speak English as an additional language.

Children with special educational needs and/or disabilities are supported very well in the setting. Parents share information with staff about their children's needs. The manager, who is the special educational needs coordinator (SENCo), and staff work closely with professionals.

They gather information effectively to ensure that children have access to the support they need. The SENCo provides support to staff and ensures they undertake training to provide further support.Children develop healthy lifestyles and habits.

They benefit from access to the outdoors, where they develop their physical skills and learn about the world around them. Children have healthy meals and snacks. However, occasionally, staff do not ensure lunchtime is organised effectively to ensure younger children are not waiting for long periods and become unsettled.

Staff use children's interests and what they can do to plan activities. However, these activities are not always organised effectively and implemented consistently well, particularly to support younger children's learning. For example, staff provide painting activities to encourage a group of children to share but only have one small pot of paint.

In addition, staff do not consistently ensure routines and activities, such as story time, are organised effectively to prevent some children becoming unsettled, which has an impact on their learning.Parents talk about how happy their children are at the nursery and about the relationships their children develop with the staff. Parents state that they receive information about their children's learning and how they can support learning at home.

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: strengthen monitoring of staff practice to improve the quality of teaching to a consistently good level for children of all age groups nimplement effective behaviour management strategies to support younger children to regulate their emotions more effectively and understand expected behaviour in an age-appropriate way nimplement systems to help children understand the routine and changes in activities so these are much smoother and help children to feel more secure nimprove the organisation of lunchtime so children are not waiting for long periods support staff with regards to the planning and implementation of the curriculum for younger children to help promote their learning.

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