The Wondergarden

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thoroughly enjoy their time at Simba's Den. The environment is well resourced and children, including young babies, make their own choices about their play.

Babies have lots of opportunities to explore, both indoors and outdoors. They confidently move around, using low-level furniture to help them as they practice balancing and walking. Older children share large spaces, indoors and outdoors, where they can choose from a wide range of activities.

Children develop an awareness of the world around them. They enjoy travelling in the cargo bike when they visit the forest school, where they have created a bug hotel... and have the opportunity to cook on the campfire. Staff know the children very well and are attentive to their needs.

This helps children to form strong relationships with staff; consequently, children feel safe, happy and secure. Staff have suitably high expectations of children. They plan a curriculum that considers children's interests and their learning needs.

Staff use planned and spontaneous activities to support children to extend their mathematical knowledge. For example, at lunch time, children count the number of forks they need to set the table and name the colour of the cups they choose for their drink.

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

Leaders have effective systems in place to monitor the quality of teaching to ensure it is consistently good.

Staff have access to online training and are supported to follow areas they are interested in. Leaders have recently created a family worker role to ensure there is sustained support for parents. The member of staff designated to this role has been ably supported to develop her knowledge and expertise so that the role is successful.

Staff are proactive in their work with parents. Parents receive regular feedback about their children's progress and are slowly being welcomed back into the setting following the COVID-19 pandemic. Staff recognise that parents have missed coming into the setting and have provided some specific events in the forest school to bring parents back together.

All children benefit from lots of fresh air and activities outdoors. Staff deployment is effective in ensuring that children's safety and needs are met. Children are allowed to take age-appropriate risks.

For example, children build high towers and know to clear space for when it topples over. They carefully clamber in and out of large tyres and climb onto a low wall to sit on top of it.Staff are good role models and interact positively with children.

A strong emphasis is given to communication and language skills. When children pronounce words incorrectly, staff support them by repeating words back to them correctly. This helps children to develop language skills and broaden their vocabulary.

Children enjoy listening to stories and sharing non-fiction books. Staff explain that some books contain information rather than stories. Staff help the children use books to find out about turtle habitats and how to care for rabbits.

Children are taught to be kind to the pet rabbits that live at the setting. Staff talk to children about giving the rabbits food and water to keep them healthy. Children know not to poke the rabbits with their fingers, especially when they are sleeping.

Children are generally encouraged to be independent. They manage their own aprons and hats and use the toilet independently. However, sometimes staff do things for children that they could manage independently.

For example, wiping children's hands and faces, pouring their drinks and cutting their fruit at snack time. This means children do not always learn to do things for themselves.Children are curious, interested and motivated to join the activities provided.

They are confident to initiate conversations with staff. Staff consistently prompt children to be kind to each other and to work together. However, sometimes children struggle to share and take turns.

This means that some children may not develop the social skills they will need as they move on to school.

Safeguarding

The arrangements for safeguarding are effective.Staff have a very good understanding of safeguarding and know about the signs and symptoms of abuse.

They understand how to record and report concerns to the designated safeguarding lead for the nursery. Staff are required to complete regular training to ensure their knowledge of safeguarding issues remains up to date. The manager and staff complete effective risk assessments of the setting.

The premises are secure and well maintained, which contributes to keeping children safe. The manager employs a robust process to ensure all staff have been appropriately checked and vetted and remain suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: further develop children's independence skills by consistently allowing them to carry out tasks by themselves support all children to share, take turns and develop respectful relationships with one another.