The Co-operative Childcare Cainscross

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The children flourish at this nursery.

They receive attentive care from a nurturing staff team. Babies build secure bonds with their key persons and older children show confidence in managing their own personal care needs.Leaders and staff are good role models in teaching children about the importance of community and helping others.

For example, the nursery has adopted an inter-generational care programme, whereby they have taken children to visit elderly people in care homes to establish effective links. Furthermore, children have been involved in preparing food parcels as part of the food bank initiative, which staf...f distribute within the wider community.Staff work in close partnership with parents and other professionals to support children's development.

Consequently, key persons have a strong overview of each child's individual progress and know how to address any learning needs effectively. All children gain the necessary skills they need for the next stage of their learning.During the COVID-19 (coronavirus) pandemic, the nursery remained open to provide support for essential workers and vulnerable children.

Additionally, staff kept in regular contact with all families to share important updates and exchange information, such as through the parent zone application, which is an online platform. Since fully reopening the nursery, leaders have made some changes to reduce unnecessary contact, such as introducing bubble groups for children and staff within their base room.

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

Staff are sensitive towards the needs of all children across the different age groups.

For example, they ensure babies and toddlers have a smooth transition when moving base rooms. Staff visit the room with their key child to help them familiarise themselves. Additionally, to support pre-school children to get ready for school, key persons facilitate visits from school teachers so they can meet nursery children and build early relationships.

Babies and toddlers separate from parents/carers with ease and are excited to attend the nursery. Key persons continue to work closely with parents to identify children's specific care needs. For example, staff have created a 'potty training club' to ensure toilet training is consistent, both at home and nursery.

When children graduate from the club, staff reward them with a certificate to celebrate their achievement. Parents are very pleased with the care staff provide for their children and share positive feedback about their experiences.Staff provide a wide range of learning opportunities for children to encourage them to become confident learners.

Children move freely between their base room and outdoor spaces, choosing their preferred activity. For example, while some children have fun harvesting the potatoes they have grown, others carefully secure different shape pieces onto boards using child-size hammers with nails. Staff interact well with children to extend their learning further.

However, on occasions, not all staff allow children sufficient time to gather their thoughts and respond to questions before moving on.Children across all ages have good opportunities to develop their early mathematical skills. For example, staff sing number songs to babies and older children learn to compare different sizes of potatoes while staff use mathematical language, such as 'big' and 'small'.

However, staff do not always give full consideration when planning some activities to make sure the resources are easily accessible so younger children can partake fully.Staff work closely with children who have special educational needs and/or disabilities to meet their specific learning needs. This includes working in close partnership with other professionals, such as the speech and language therapist, to address any communication needs.

Staff have introduced various learning aids to support children's daily communication, including personalised pictures cards, visual timetables and sign language.Leaders have a good overview of the nursery. The manager provides effective day-to-day support for her staff team.

Staff benefit from regular supervision meetings with the manager where they can discuss their key children and share any concerns. The manager prioritises her staff's well-being and makes herself available to offer support and advice. Staff morale is good.

They are highly complimentary about the ongoing support they receive from leaders, particularly during periods where some staff had to be furloughed due to the national lockdown.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff demonstrate a secure understanding of their role to keep children safe from harm.

Staff are knowledgeable about the signs of abuse and neglect, including the procedures for reporting any welfare concerns about a child in their care. Leaders ensure staff receive regular safeguarding training to keep their knowledge up to date. Staff make sure the environment is safe and secure for children to explore.

They conduct daily risk assessments to check the premises and identify any hazards, including removing unsuitable equipment. Staff hold relevant paediatric first-aid certificates and know how to deal with any minor accidents or injuries.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the organisation and planning of some adult-led group activities to engage and involve younger children even further nallow children sufficient time to gather their thoughts, process new information and respond to questions being asked by adults.