Toad Hall Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and excited for their day at this nursery. They separate confidently from their parents and are greeted affectionately by staff.

Children excitedly talk to staff about what they have been doing as they arrive. Staff model positive behaviour and language. Children's behaviour is good.

They respond well to praise and are proud to show staff their achievements. Staff provide small-group activities to help children to learn about emotions. For example, children listen to books about different emotions and talk about how they can comfort friends if they are sad.

Children explore their environm...ent confidently. They play independently and in small groups and share ideas to extend their games. They excitedly tell staff what they are doing.

Staff have high expectations of children and they make good progress. This includes children with special educational needs and/or disabilities (SEND). Children are enthusiastic in their play and learning.

Staff provide interesting and stimulating activities and experiences to engage and motivate children. Staff plan around children's interests to build on their knowledge and understanding of the world. For example, pre-school children who are excited for the holidays make paper aeroplanes to fly and enjoy playing in the beach-themed area that staff have created in the garden.

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

Leaders and managers have made significant improvements since the last inspection. They have implemented changes to the way that staff supervisions are conducted. Managers conduct effective supervisions to ensure that staff's individual training needs are identified and they are well supported in their roles.

Managers have reviewed and made changes to the curriculum. They have clear aims of what they want children to gain from their time at the setting. Managers know the children well and the areas in which individual children need to progress.

However, not all staff fully understand how to implement effective learning in all areas. For example, some staff are not always clear on the intent of activities and how to further support children with their development.Older children's speech and language are supported well.

Staff recognise the different ways to communicate with children to meet their individual needs. Staff listen to children, giving them time to respond to questions and share their views and opinions. However, younger children's speech and language are not always supported in meaningful ways.

This means that, on occasion, the younger children can struggle to build communication skills.Children's behaviour is good. They understand what is expected of them and manage their emotions well.

Children build strong friendships with each other and chatter excitedly while playing. For example, children in the toddler room play in groups, talking to each other about what they are doing and building on each other's ideas. They share their thoughts and build on imaginative play by adding resources.

Parents praise the setting for the support their children receive. They enjoy updates about their child's progress. Parents of children with SEND state that they are supported as well as the children.

Newsletters and parents' evenings provide information about what is happening at the setting and children's individual progress.Staff support children's physical skills well and understand that it is important for children to be physically active. For instance, children benefit from time outside in the garden.

They use equipment and learn new skills that are appropriate for their age and ability. For example, younger children learn to hop, skip and balance, and older children enjoy a group game of catch that is organised by staff. They take turns with throwing and catching balls.

Children with SEND make good progress. Staff work with other agencies and parents to ensure consistency with children's support. Staff try different methods to support children and adapt their approach to the child's individual needs.

For example, staff use a range of communication methods, such as visual supports and Makaton.Staff support children's mathematical development well. Younger children enjoy number songs and books, and older children use resources for matching, making patterns and exploring quantities.

Children explore quantities. For example, pre-school children enjoy water play. They fill different-sized containers and talk about how much water they need for each one.

Safeguarding

The arrangements for safeguarding are effective.Managers and staff have a good safeguarding knowledge. They understand their roles and responsibilities to report concerns about children or adults.

Staff complete regular training and can recognise the signs that may indicate that a child is at risk of harm or abuse. Staff talk about safeguarding issues, such as county lines, female genital mutilation and the 'Prevent' duty. Managers have put new systems in place to help to ensure that ratios are met.

Their good deployment of staff ensures that children are supervised throughout the day and at lunchtime. Daily risk assessments are in place to help to ensure the safety of children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support all staff to have a clear understanding of the curriculum intent so that their teaching is consistently focused on what they want children to learn help staff to understand how to promote younger children's communication and language development more successfully.