The Wendy House Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff greet children with a warm welcome when they first arrive at the nursery. Staff engage children in conversation and comfort those who are unsettled so that they settle quickly and well. Younger children and babies enjoy exploring the environment with curiosity and wonder.

For example, babies show delight in shaking, tapping and holding sensory bottles, looking in awe at what is inside. Younger children have fun playing skittles and counting how many they have knocked down.Children show confidence and independence.

Children are developing good speaking and listening skills. Staff use discussions with children to p...romote learning and to introduce a variety of vocabulary. For example, older children enjoy making bread for their lunch.

Staff check what children know and remember through good use of questioning, such as 'how many cups of flour did we use?'Management and staff are positive role models and enjoy teaching children about healthy eating and where the food comes from. For example, the setting uses organic food that is grown on a small holding that children have visited. Children recall when they have previously picked their own fruit and vegetables.

Parent partnership is good, and parents have strong, trusting bonds with all staff. They are happy with the care their children receive and are informed daily of how their child's day at nursery has been. The setting was open throughout the COVID-19 pandemic and parents and staff felt supported throughout.

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

Management has embedded an ambitious curriculum throughout the setting, and this is implemented well by staff. They have a secure knowledge of children's development and interests. For example, staff use what children say to inform planning of what they want children to learn next.

The team have a strong vision for the future of the nursery. Staff support children's well-being by slowly introducing children to new transitions. For example, children have gradual visits with familiar staff when moving up to the next room.

Physical development is a focus throughout the nursery and children have daily access to the garden. For example, older children enjoy tapping sticks, following instructions through rhythm and rhyme, supporting their development of fine motor skills. Babies and young children enjoy being outside, riding on the bicycles while exploring the garden.

Staff working with babies build strong attachments, showing great care and attention to their needs. Staff fully understand their role as key persons and know children's next steps. For example, staff encourage babies to take some steps.

Staff highly praise the babies and they show an overwhelming sense of pride in their achievements. Staff support babies' communication through good repetition of words. However, opportunities are missed to extend vocabulary to support communication and language further.

Children show consistent behaviour and positive attitudes to learning. They show a good understanding of boundaries and routines and enjoy taking turns with each other. For example, children share equipment and discuss who is next as they role play being doctors.

Staff provide a stimulating and engaging learning environment that inspires children to have a go at activities and develop their knowledge and skills. Staff plan and adapt activities for all children. For example, when children have allergies, staff ensure they can still take part in activities, such as using paint to make firework pictures.

Management and staff ensure that children have links and access to the wider community and enjoy a variety of outings. For example, children attend swimming lessons every week to support their water confidence and swimming safety. Children have previously visited a local fossil beach and castle to widen their learning experiences of the natural world.

Children who speak English as an additional language are well supported. Staff encourage children to use their home language during various points of the day. For example, when children and staff discuss the number of the week, staff encourage children to count to five in Spanish and French.

Children count with confidence and show pride in their achievements.Staff use assessment well to swiftly identify gaps in children's learning. Parents receive termly reports on their child's development.

However, parents are unsure of children's next steps. As a result, not all parents know how to support their child's next steps at home.

Safeguarding

The arrangements for safeguarding are effective.

Staff demonstrate a secure understanding of their duty to protect children. They understand the importance of reporting any concerns they may have about a child's well-being or a member of staff. Management has good procedures for recruiting and vetting staff.

The environment for children is safe and secure. Management ensures that staff keep their safeguarding training up to date and current.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: monitor the support for staff to develop their interactions with babies to further extend their language skills further develop communication with parents so they are aware of children's next steps in learning, to support home learning.