The Nurture Den Lymington

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children attend the nursery confidently and enthusiastically.

They settle quickly and are engaged in their play. They are curious learners and explore the environment. This is because the curriculum provides a rich variety of resources and activities to support their learning and development.

Children behave well and are generally focused on their play. Children are able to follow rules and procedures. Staff create an environment that is caring and nurturing.

They sensitively teach children to be considerate of each other and to keep themselves safe. The children are well looked after.Children play together an...d learn from each other.

Adults encourage children to help and support one another. For example, a child offered to help another child to collect sand from the sand tray. Children confidently communicate with each other during play.

Children develop an interest in reading. They often choose a book to look at and are focused during story time. The staff actively inspire all children to engage during stories.

For example, the children were able to talk about the caterpillar changing into a butterfly. There are high expectations for all children to achieve.

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

Staff work hard to maintain a nurturing environment where children feel safe.

They support children with a cuddle when needed. Staff are caring and respond consistently to children's individual needs. They teach children to behave well and to form secure relationships.

Children are taught to share their feelings and to show empathy for others. The staff model positive behaviour.Staff consistently use the interests of children to extend their learning and to provide a challenge.

For instance, in response to children's interest in plants and nature, they are encouraged to collect water in a watering can and sprinkle the water onto the plants. The staff talk to the children about what the plants need in order to flourish.Staff enthusiastically read stories to children.

The curriculum includes a rich variety of books to inspire children's interest. Staff actively encourage children to interact during story time and provide opportunities to sit quietly with a book of their choice.Leaders expect all children to achieve well whatever their needs.

Staff are trained to support children with special educational needs and/or disabilities on an individual basis and provide targeted support in speech and language. Staff work closely with parents to provide feedback and advice.Leaders support staff well.

They provide an environment where staff are confident to talk about their well-being and ideas to improve outcomes for children. Leaders provide training for staff to further enhance their professional development.Leaders understand the importance of knowing a child's starting points and develop activities to complement the children's prior knowledge and understanding.

They support staff to develop activities that are tailored to the individual child. However, staff do not always provide further opportunities for children to develop mathematical skills for counting in sequence and number recognition.Children's physical development is supported well.

They use small- and large-muscle skills to make marks. For example, children use chalk on the patio to draw shapes, patterns and bugs, and use spades to dig in the soil. However, staff do not always further encourage children to develop skills in independence, such as self-care.

Staff provide opportunities for children to access areas of the local community. For example, children enjoy outings to the local field to play games and have picnics. The children have recently had a 'Jubilee Party'.

Parents commented that children made shortbread, scones and cakes.Staff have high expectations for all children to succeed. They efficiently establish any gaps in the children's learning and development.

The staff work closely with parents in order to further improve outcomes for children. Since the COVID-19 pandemic, staff have evaluated ways to improve how to keep children safe and secure. For example, information is shared with parents on individual encrypted online groups to keep parents informed on a daily basis.

Parents have commented that the staff are extremely supportive. However, links with other early years settings are not fully established to provide continuity.

Safeguarding

The arrangements for safeguarding are effective.

Staff teach children how to keep themselves safe and manage their own risks. For example, staff encourage children to walk carefully when carrying containers of water and to slow down when running outside. Staff are alert and prioritise children's safety.

They understand the procedures to follow if they are concerned about the welfare of children. They know how to identify, record and report potential abuse. Leaders and managers ensure that staff have up-to-date training in safeguarding children.

Leaders and staff risk assess the nursery daily. For instance, they check the resources and environment daily to ensure the safety of children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance further the opportunities for children to take part in activities that encourage their developing independence strengthen relationships with other early years settings to make partnerships even more effective develop more effective ways of helping children understand mathematics.