Tetbury Nursery Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff nurture and model respectful relationships between themselves and with children at this very friendly and happy setting. Children behave well.

They make strong attachments to their key person and staff form close, professional bonds with parents and families. This creates a positive experience for children.Leaders have adopted an ambitious curriculum for all children to build on the skills they need to be successful learners.

Staff observe children at play, assess what they can do alongside what they enjoy doing, and use this information to plan what they need to learn next. They have identified the lasting impac...t of COVID-19 on children's learning and development, including those with special educational needs and/or disabilities (SEND) and have adapted to close gaps in learning. Leaders have recognised how the environment impacts on children's play and their levels of engagement.

They regularly change this to offer different learning experiences. Staff notice the impact this has on children's involvement as they choose to explore in different areas. For example, staff have recently created a new construction area.

Children engage in imaginative play with different blocks and proudly show the inspector what they have created. They say, 'I love my crane that I made. It is on the window sill.'

Staff display their models so that children feel a sense of achievement and can revisit their learning during the week.

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

The special educational needs and disabilities coordinator (SENDCo) works alongside all staff, parents and external agencies to ensure that children's individual needs are being met. Children with SEND and those in receipt of additional funding make good progress.

However, staff are not always consistent when using recommended strategies to support children's learning to the highest level.Children practise mark making and develop their fine motor skills. For example, children enjoy drawing with chalk on the playground.

Older children are confident when sharing what they are doing with the inspector. They say, 'Sometimes we draw something, like dinosaurs, sharks and octopuses and crocodiles and a lion.' Staff successfully support children's physical development.

Children behave well. They remember to share and take turns. For example, during snack, a child says, 'Let's share it,' and gives a piece of fruit to each child and then says, 'Now one for me.'

When minor conflicts do occur, staff remind children to have 'kind hands'. However, they do not consistently explain the impact of children's behaviour on other children. This means children do not always understand the consequence of their actions.

Staff support children to develop their communication and language skills. They use a wide range of descriptive words to challenge older children. For example, during an adult-led activity, staff introduce new words such as 'eruption' and 'intense heat'.

Staff ask children appropriate questions and children recall what they have previously learned about volcanoes.Staff implement care practices that respect children's personal space and fully support their emotional well-being. For example, staff encourage younger children to become increasingly independent in their self-care when beginning to use the toilet.

Staff encourage children to pull down clothing, sit on the toilet and wash their hands when they have finished. Children take great pride in doing things for themselves.Leaders have an accurate overview of their strengths and share that they feel their partnerships with parents are strong.

Parents know what children are learning and what the staff want their child to learn next. The setting offers a lending library to share age-appropriate books to support home learning. This supports children's early literacy skills.

Children learn about their local community through regular walks and visits. For example, they walked through the town to visit the local fire station. They learn about different cultures and festivals and leaders work hard to make it relevant to the children that attend.

This helps children learn about the diversity that exists in their community and the wider world.Leaders hold regular staff meetings and reflect on their practice. Leaders ensure staff are well trained and know their roles and responsibilities.

Staff are reflective and committed to their ongoing professional development. For example, a member of staff attended mental health first-aid training and cascaded this information back to staff. This supports their well-being in the workplace.

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: deliver strategies more consistently for children with SEND so that they make even better progress support staff further to be consistent in their behaviour management strategies, to better help children understand the impact of their behaviour on themselves and others.