The Orange Tree Day Nursery@ Mickleover

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff encourage children to develop a love of books from a young age. This supports children's early communication and literacy skills. Babies become excited when staff bring out the story sack.

They begin to name the animals in the book and mimic the sounds they make. Older children sit captivated as staff read them a story. Staff make the story exciting by changing their voice and tone to fit with the characters in the book.

Children use their recall skills to remember what happens next, and they finish the staff's sentences. Staff carefully plan room transitions to make them smooth and exciting for children. They ad...apt the provision, so children can see their new rooms and peers.

Staff provide children with experiences to help them understand their emotions. They prompt discussion with children about the 'colour monster' and link various colours to different emotions. For instance, children participate in a barefoot walk activity in the garden.

They talk about how it makes them feel and link it to the correct colour, such as yellow for happy and green for calm.Children's opinions are valued, and they can make democratic choices. For example, staff create a children's council for them to contribute ideas and make decisions.

Children are eager to take on roles in the nursery, such as completing risk assessments in the garden. As a team, they collect the fallen apples and pears. This gives children a sense of belonging and makes them feel special.

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

Leaders have worked hard to address the weaknesses identified at the last inspection. They work closely with newly appointed staff and implement an extensive induction programme. This ensures staff are aware of their roles and responsibilities.

All staff have completed safeguarding training, which has secured their understanding of what to do if they have concerns about a child's welfare.Staff understand that children need to practise their small-muscle skills and hand-eye coordination in readiness for future writing. They provide an array of fun experiences to help children develop this skill.

For instance, children participate in play dough gym and threading activities. Older children begin to develop good pencil control and enjoy mark-making activities.Overall, mealtimes for children are calm and relaxed.

All children sing a 'thank you' song before their meal. Independence is encouraged as babies learn to feed themselves and older children self-serve their food and pour drinks. Children are polite, they use their manners, and staff gently remind them about table etiquette.

That said, on occasions children do not always follow directions from staff. Staff give inconsistent messages, asking some children to sit down and not others.Staff provide ample opportunities for children to develop their physical skills.

For example, babies receive support and encouragement to take their first steps. Older children take part in a football match. Staff create goalposts out of logs, and children learn to kick and aim a ball to score a goal.

Furthermore, children participate in yoga sessions delivered by staff. Initially, the children are excited and eager to show off their yoga poses. They stand up straight, stretch their arms and balance to demonstrate the 'mountain pose'.

However, some children find the activity too simple and lose interest. Staff struggle to maintain the children's concentration, and children start jumping and rolling across the mats.Partnerships with parents are a key strength of the nursery.

Staff work hard to involve parents and value their contributions. For instance, the staff arrange parent workshops, such as sessions to support and offer guidance to help children's potty training at home. In addition, staff provide experience bags for parents to take home and share with their children.

These relate to new experiences, for example visiting the dentist to help children when they attend appointments. Parents comment on how well the staff keep them up to date with their child's progress. They say ideas for activities at home are shared to extend their child's learning further.

Leaders conduct regular staff supervision to monitor performance and training. Targets are identified to help staff improve outcomes for children. Staff report they feel valued, and their well-being is a priority for leaders.

For instance, leaders celebrate staff achievements through awards ceremonies and monthly recognition awards. This inspires staff and increases morale.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff are knowledgeable about child protection concerns. They have a secure understanding of the correct procedure to follow if they have concerns about a child's welfare. Additionally, staff know what to do if they have a concern about a colleague's conduct.

Staff's understanding of safeguarding is frequently checked by leaders, through questioning and discussions during staff supervision meetings. Staff receive appropriate first-aid training, so they can respond in the event of an accident or medical emergency. They record injuries that children arrive with and seek explanations from parents as to the cause.

Staff ensure the premises are safe and secure. They supervise children closely while encouraging children to take appropriate risks.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop a more consistent approach to behaviour management to better support children's understanding of behavioural expectations continue to strengthen the delivery of the curriculum to ensure all children are appropriate challenged during all activities and remain engaged.