The Old Station Nursery – Walsall

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff are caring and provide comfort to children at this nursery.

They recognise when children are tired and gently settle them to sleep. They develop good relationships with children and, as a result, children are happy to attend. Children learn to make friends and work cooperatively together.

They persevere when they encounter problems and help each other to overcome challenges. Staff support children to learn about being healthy and keeping themselves safe. They provide dedicated space outdoors for children to grow their own potatoes, which they then later use in the meals they eat.

Staff ensure children ha...ve appropriate clothing in hot weather. They teach children about the effects of the sun and how to prevent sunburn. Children are well prepared for their move to school.

Staff help them to be competent in the skills they need to manage the next stage of their education. Children help staff to tidy up and willingly reach for a dustpan and brush to sweep the floor following messy activities. Consequently, children become independent and gain a sense of responsibility.

Younger children transport materials outdoors and enthusiastically move water from one container to another. Staff understand how to support children's development and provide resources which spark their curiosity and interest. All children make progress in their communication development as they enjoy sharing stories and singing songs with staff.

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

The curriculum is well embedded across the nursery. Staff plan exciting activities for children which motivate them to learn. Children are keen to engage in the opportunities on offer.

However, at times, when children join in with those who are more capable, staff do not differentiate their teaching to allow all children to fully benefit from the learning opportunities available to them.Staff interact positively with children. Children are keen for staff to join in play with them.

However, sometimes, when more children attempt to join in with their friends, the organisation of activities does not allow them to do so. Additionally, staff do not always respond to this to enable all children to participate.Children develop their mathematical skills.

Staff integrate counting opportunities into daily routines. For example, they count the steps as children transition to the outdoor area. Staff help children to use positional language, such as 'in front', 'next to', and 'behind'.

Children use a variety of resources to learn about quantities, as well as the sequencing of numbers. They begin to understand what happens when items are added and taken away. This prepares children well for their eventual move on to school.

Staff implement consistent routines. Children wash their hands before eating and know when it is time for lunch. Staff sit with children and supervise them while they eat.

However, some staff reach across children when they are eating, which restricts their personal space and impacts on their comfort as they sit at the table.Children with special educational needs and/or disabilities (SEND) are well supported. Staff assess children's development regularly and, as a result, any gaps in their development are identified quickly.

Staff responsible for liaising with external agencies ensure children receive the support they need to make good progress. They implement strategies which have been suggested by other professionals so that children experience coordinated support.Leaders have a good oversight of the nursery.

They regularly review the experiences offered to children and reflect on the progress children are making. They identify where there are gaps in staff's knowledge and use this to inform future training plans. This leads to good outcomes for children.

Staff have opportunities to develop their own knowledge and skills. They use an online platform to complete various training courses associated with the development stages of the children they care for. For example, staff who work with babies complete training specific to promoting communication development in this age group.

They receive regular supervision meetings to discuss their practice, and feel supported in their role. Consequently, children are cared for by skilled staff.Parents are complimentary about the care their children receive.

They comment that staff are friendly and on the reassurance they receive when children are settling in. They have regular conversations with staff and receive information about their children's development. In addition, they say they feel listened to and are given ideas on how to support children's learning further at home.

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: help staff to differentiate their teaching during activities with children of varied ages and abilities support staff to enhance the organisation of activities so that children are able to join others who are already engaged support staff to implement care practices that consider children's personal space at mealtimes.