The Firs Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thoroughly enjoy their time at this friendly, welcoming nursery.

The woodland setting is extremely inviting, and children enjoy observing the birds and exploring the wildlife nearby. This feature provides a great start to the day and help to ignite children's interests and curiosity. Staff offer children many experiences to support all areas of learning.

For example, children join in with the teaching of forest-school activity sessions. Staff help them learn independence skills and to develop a sense of belonging as they work with their peers to solve problems and build strong relationships.Children build secu...re attachments with staff and feel safe.

Children confidently ask for help if needed, and staff ensure that they encourage children to be independent and try for themselves, before stepping in to support them. Behaviour is good. Children learn to share and take turns effectively.

Staff ensure that children are reminded of the consequences of their actions when moving around the nursery. Children learn to understand that some of their actions may not be safe and may cause harm to others. For example, children know they must be careful not to run in small spaces.

Staff have high expectations for children, and children are happy, relaxed and calm in the nurturing environment.

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

The manager has a strong understanding of what she wants children to learn and reflects well on the varying individual needs of the children. Staff are given the ownership of implementing exciting and engaging activities.

They consider what children already know and what they need to learn next. During independent playtimes, staff skilfully weave in interactions that help children to move forward in their learning. Children play with resources they know and love.

Additional funding is used carefully to provide resources and experiences that help all children to make good progress.Overall, staff plan a well-sequenced curriculum that is flexible to support each child's age and stage of development. However, the planning of organised adult-directed group times does not always enable all children to benefit fully from the experience.

For example, the aims of the activity are not always pitched at the right level for some groups of children. This means that, at times, group activities do not suit the differing needs of all the children taking part.Children with special educational needs and/or disabilities are supported particularly well.

The special educational needs coordinator is confident in her role. She works with parents, staff, and other external professionals effectively to ensure that children swiftly get the help they need. Support is put in place to help children work towards achievable targets, and activities are planned to implement these.

These help children to make good progress in their development and to feel included in the provision at all times.Children learn about various aspects of their local environment and engage with the local community. For example, children help raise money and collect food items for the local food bank.

There is a strong community spirit, and children become confident in their interactions. However, during independent playtimes, children have few opportunities to become curious about more varied cultures and backgrounds beyond their own experiences.Partnerships with parents are strong, and staff establish a firm relationship with families from the outset.

For example, leaders complete home visits to ensure that they find out key information to help children settle effectively into the nursery. Leaders and staff work hard to support good communication with parents about all aspects of their child's care. Families have varied opportunities to come in and learn about the setting, for instance, at 'Stay and Play' sessions at the weekend.

Parents say they feel well informed and involved in their child's experiences within the nursery.Leaders support staff well. They meet with them individually to discuss work and training needs.

They regularly refresh their understanding of important aspects of child protection and safeguarding. Staff have received training from external experts. For example, a qualified speech and language therapist provided strategies that helped staff successfully enhance their support for children's communication and language skills.

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: review and improve the organisation of group times to consistently meet the needs of all children and to ensure the best possible engagement strengthen opportunities for children to learn about diversity in their community and the wider world.

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