The Alphabet House Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy to attend the nursery. They leave their parents at the gate and come in keen to start their day. Practitioners organise the setting into a welcoming environment, ready for children to play and learn.

Children show that they feel secure by confidently exploring the nursery and the activities on offer. Practitioners engage positively with children. Practitioners have high expectations of children's behaviour.

They gently remind children to say 'please' and 'thank you' when needed. Children understand the expectations of the nursery. They follow the 'golden rules' and behave well.

Children resp...ect their environment. They look after resources by handling them carefully and tidying away when required. This helps children to develop a sense of responsibility.

Children in all rooms enjoy group time. They participate in the 'hello' song and say 'hello' to each other in all languages spoken by children and practitioners. Children feel included and have a sense of belonging.

They talk about how they are feeling today. Babies and toddlers use actions and expressions to talk about feelings. This encourages children to express themselves and develop empathy for each other.

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

The manager and her team have high overall expectations of what she wants all children to achieve. She is passionate about outcomes for children with special educational needs and/or disabilities (SEND). An inclusive curriculum supports the individual learning needs of children.

The management team regularly observes the practice of practitioners and identifies areas for improvement to enhance experiences for children.The manager and practitioners make effective use of the early years pupil premium funding. For example, they purchase resources and arrange music and movement sessions to support the needs of disadvantaged children.

Practitioners plan activities based on the unique needs and interests of the children. They are flexible in their approach to ensure all children are included. Parts of the routine are adapted to make sure children with SEND do not become distressed and all children are able to progress with their learning and development.

However, at times, children are not able to become fully engaged in their learning. This becomes apparent when staff tidy away activities before children are ready to finish.Practitioners focus strongly on children's language and communication skills.

They introduce new words to extend children's vocabulary. For example, while reading a story about dinosaurs, practitioners describe the dinosaurs as 'big', 'huge' and 'enormous'.Children are eager to learn and are enthusiastic learners.

Staff plan activities with clear learning intentions. However, they do not always provide sufficient challenge for the most able children to extend their learning further.Children who speak English as an additional language progress well.

Practitioners work in partnership with parents to support them. For example, when children settle, practitioners gather familiar words and phrases in children's home language. Practitioners use these effectively, which enables children to learn English.

Children are encouraged to be independent. For example, they serve their own food and pour their own drinks at mealtimes. Children are taught how to put on their coats using the 'flip' technique.

Children have access to an outdoor space and they regularly explore the local area. They go on river walks and visit the local play parks, accessing play equipment. Children exercise their large-muscle skills and learn to take risks.

Children are encouraged to care for others in the community. They help to deliver donations from their families to a local food bank.Practitioners' well-being is supported effectively by managers.

This creates a happy environment that has a positive impact on the care provided for children.Parents speak highly of the nursery. They feel listened to, and their feedback is valued.

Parents receive a good level of communication and are kept well informed about their children's development. For instance, practitioners post photos and information about the children's time at nursery on the communication app each day.

Safeguarding

The arrangements for safeguarding are effective.

Managers and practitioners have a good knowledge of safeguarding. They are confident to follow procedures and report concerns to keep children safe from harm. This includes whistle-blowing against a colleague.

Managers check the practitioners' knowledge and understanding of safeguarding with quizzes and staff meetings. Practitioners carry out risk assessments for the indoor and outdoor environments. They take steps to keep children safe on trips, such as wearing high-visibility vests.

The environment is kept safe and clean. This helps to protect children from potential hazards.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide more challenge for older children to extend their learning further review the organisation of the daily routine to allow enough time for children to become fully engaged in their learning.