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What is it like to attend this early years setting?
The provision is good
Staff build close bonds with children and their parents from the start. They give children who are new to the setting warm attention and cuddles. Staff encourage children to join activities as they arrive or play alongside them until they feel more settled.
Staff are responsive to children when they need reassurance. This helps children to quickly re-join activities. Children enjoy their time at the nursery and play happily with their friends.
Staff consider the needs of children who may be at risk of falling behind in their learning. Children with special educational needs and/or disabilities (SEND) benefit from targe...ted teaching and the calm approach of staff. Staff help children to learn how to interact with others in positive ways.
For example, they encourage children to wait patiently for their friends to pass them interesting items to explore during a 'What's in The Box' activity. Staff support children to use their imaginations, for example during pretend play or as they dress up. Staff discuss the benefits of healthier foods and encourage children to develop independence and manage their self-care.
Children show the progress that they make with their behaviour and communication skills. They focus and concentrate for extended periods at their chosen tasks. Staff help children to develop the skills that they need for their next stages in learning and for their moves on to school.
What does the early years setting do well and what does it need to do better?
The manager leads a well-established and experienced staff team. They work together effectively and build positive relationships with parents. Staff gather useful information about children's home lives and experiences.
Additional funding is used to improve outcomes for children with SEND or those at risk of falling behind in their development.The manager is the special educational needs coordinator (SENCO). She is knowledgeable in her role and supports staff well.
Staff share accurate assessments of children's learning with parents and discuss concerns at an early stage. The SENCO is a good advocate for children who need extra help with their learning. Staff help children to progress well from their starting points in learning.
Staff understand how to provide sequenced learning opportunities for children. For example, children strengthen their hand muscles as they manipulate dough. They develop their abilities as they use tweezers to pick and sort coloured gems.
This prepares children well for later writing. The outdoor curriculum is less purposeful and well planned.Staff include children with SEND well, for example as they encourage them to make rhyme choices during singing sessions.
Staff take account of children's interests and ideas as they plan activities. This contributes well to children's engagement in learning. However, staff do not closely consider children's languages and backgrounds as part of the curriculum.
Staff are warm and attentive. They gently encourage children to adapt to new routines. Children welcome their friends as they arrive and offer them resources to play with.
Staff encourage children to behave well. They gently reinforce their expectations and explain the possible impact of children's actions. Children enjoy helping with tasks.
They show their independence, for example as they clear their plates before leaving the table.Staff help children to understand how to keep themselves healthy. Children know to wash their hands before eating.
They wipe their nose and dispose of tissues or help to clean tables before snack or lunchtime. Children find their own bags and wipes before nappy changing. They experience warm interactions with staff during personal care.
Staff work closely with parents to achieve successful toilet training.Parents value the support and reassurance that they receive from staff. Staff share information and resources that help parents to support their child's development at home.
Parents say that they receive regular feedback about children's personal care, health, and share the progress that they make. Children's moves to school are well planned.
Safeguarding
The arrangements for safeguarding are effective.
The manager and staff know how to recognise and respond to concerns about a child or the suitability of a colleague. They are alert to potential risks to children, including exposure to domestic abuse or the unsafe use of technology. The manager is aware of how children's home lives can impact on their welfare.
She provides appropriate and sensitive support and advice to parents. The manager works effectively with other professionals to get children the support that they and their families need. Staff implement effective risk assessments, including during building renovations.
Staff deploy themselves so that children are well supervised. The manager checks the ongoing suitability of staff.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: strengthen the curriculum for outdoor learning, so that children have increased opportunities to practise and develop their gross motor skills nextend children's understanding of other cultures and communities, and support them to recognise and value what makes them unique.
