Tenderlinks Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and confident as they arrive at the nursery. They know the routine well and confidently settle to play with their friends.

Children form close bonds with staff and, together, they enjoy play that is linked to children's individual interests and development. For example, to develop sensory experiences, children explore mixing shaving foam and paint with their hands and paintbrushes. Children make good progress in their learning and, overall, staff demonstrate a secure understanding of how children learn and develop.

For example, they provide many opportunities for older children to develop basic skill...s in numeracy, such as counting pine cones and recognising numerals. Children behave well and respond to instructions given by an adult. Adults listen to the children and ask questions during their play.

However, at times, they do not leave enough time for children to think about and respond to these questions. Older children are not consistently challenged in their learning or given opportunities to take risks. The manager and her enthusiastic team are committed to their roles and responsibilities.

They set a clear direction for the setting, and support staff well to enhance the quality of teaching and high levels of care. Staff act as positive role models and are calm and consistent in their approach to managing children's behaviour.

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

The manager and senior leaders know staff well.

They evaluate the quality of teaching and the impact on children's achievements effectively, for example, through regular observations and assessments. Staff have clear roles and responsibilities, and time to fulfil them. This contributes to the progressive development of the provision.

Management support staff to develop their teaching skills well, such as through mentoring and training opportunities.Staff work well with parents and other professionals to provide strong support to children with special educational needs and/or disabilities. They help to address gaps in children's learning with targeted support.

Parents are very positive about the care and consideration staff show towards their children and feel very well informed about their children's progress.Children follow good hygiene routines and experience social snack and mealtimes. However, during these times, staff overlook opportunities to develop children's independence as they serve food to the children, rather than allowing them to help themselves.

Staff plan for children's learning across all areas of development. They closely observe children and identify their interests in order to plan activities to help them progress well with their learning. For example, staff build on young children's knowledge of family by creating a display of photographs.

This promotes children's development of familiar words, such as 'mummy' and 'daddy'.Children are happy and at ease within the nursery. They are warmly greeted by staff and enter with confidence, demonstrating that they feel safe.

Children settle well to chosen activities which support their learning. For example, children enjoy pouring pasta and rice into cake cases, and counting how long it will take to bake.Staff offer ample opportunities for children to learn about the world around them and to enjoy fresh air and exercise outdoors.

For instance, staff take them to the sensory garden located at the local school. Parents actively support these experiences by offering their time to talk to the children about their work. For example, a dentist recently visited the children to extend learning about how to keep healthy.

Staff actively engage with children in a variety of experiences. For example, children use torches to explore 'light' and 'dark'. However, staff can overlook opportunities to encourage older children to take more risks with their learning and explore more-challenging activities.

Staff tend to move on with the conversation or activity before the child is ready.Staff make good use of gentle conversations to support babies and younger children during nappy changes and toilet training. The sleep pods and blackout blinds encourage babies to sleep safely and comfortably.

Safeguarding

The arrangements for safeguarding are effective.Managers responsible for safeguarding children are knowledgeable about safeguarding legislation and child protection issues. Staff have a good understanding of their roles and responsibilities to safeguard children, including what to do if they have any concerns about a child's welfare.

The manager ensures staff keep their knowledge up to date, such as through regular training. Staff vetting, recruitment and induction in the nursery's policies, procedures and daily practices are clear and thorough, and are implemented effectively to safeguard children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nencourage older children to take risks with their learning and explore more-challenging activities consider how to promote children's independence skills further, particularly during daily routines provide children with more time to answer questions asked of them and to have the opportunity to develop their ideas further.