The Right Track Children’s Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The management and staff team establish warm attachments with children that attend the nursery. Children settle quickly and feel part of the nursery. Staff know the children well and provide activities that aim to focus on children's learning and development.

The quality of education children receive is not consistent across the nursery. Staff's knowledge of the curriculum varies, and they do not always pitch their teaching to match the development needs of each child. Furthermore, staff's time is often spread too thinly for children to receive consistently good levels of attention.

As a result, there are times during the... day when children are not well supported to learn as they play. For example, children play with their friends in the role-play area. They pretend to be at the airport.

They eagerly check passports and luggage. However, children's interest is not always sustained when there are too few adults available to support them. They begin to wander around with no purpose to their play and some behaviours deteriorate.

That said, overall, children behave appropriately for their age.The provider does not have effective oversight of the nursery. They do not provide management and staff with the level of support needed to ensure children receive consistent learning opportunities.

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

Since the last inspection, the management and staff team have a clear plan for taking the setting forward and are positive in their approach. They engage with support from the local authority. However, changes are yet to be embedded to have an impact on the quality of teaching and learning that children receive.

The provider does not always ensure staffing arrangements are sufficient to offer enough support for children's learning. Although the manager ensures that staffing meets the required ratios, there are times when children's needs are not well met. This is, in part, due to the building layout and the number of routine tasks staff need to complete.

However, this affects the frequency of interactions for children and the progress they make. While staff prepare the room for lunch, some children need higher levels of support which they do not receive at these times. Not all children get the help that they need to practise new skills.

The provider does not give all staff the support they need to help them to understand their roles and responsibilities. Staff attend compulsory training to help develop their knowledge and understanding. Some staff do not receive a thorough induction or have the time to improve their understanding when they move into new roles.

Staff support children's communication and language skills. They provide a running commentary as children play. Staff read books and teach children songs.

Children develop language skills appropriate for their age and stage of development.Children have daily access to outside play to support their physical development. Staff help younger children to climb and negotiate the obstacle course.

Older children enjoy digging in the mud kitchen.Children follow simple instructions and know the routines of the day. For example, they wash their hands before sitting down to eat their meals.

This helps children to learn about caring for themselves. Staff introduce some opportunities for children to be independent, such as getting ready to go out into the garden, and, occasionally, children can serve their own meals. However, staff do not consistently offer this and often do things for the children.

As a result, children do not build on their developing independence.Staff are beginning to help children to self-regulate. They share a story about monsters.

Children recall the different feelings that correspond with the colour of the monster. Children are learning about their feelings.Complaints that are brought to the management team's attention are given full consideration.

Managers investigate and deal with any complaints appropriately. However, they do not keep a written record of complaints and their outcomes.Parents speak positively about the nursery.

They appreciate staff's attentive care for their children. Staff keep parents informed of their child's development and provide them with key information about their child's day.

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 meet the requirements of the early years foundation stage, the provider must: Due date ensure information about the individual needs, interests and development of each child is used to plan consistently meaningful learning experiences that build on what they already know and can do 05/09/2024 review how staff are deployed to meet children's needs, especially at mealtimes and during busy transition points in the day 05/09/2024 improve the support provided for staff to enable them to effectively fulfil their roles and responsibilities 05/09/2024 investigate written complaints and keep a written record of any complaints and their outcome.05/09/2024 To further improve the quality of the early years provision, the provider should: provide consistent opportunities for children to develop their emerging independence.