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What is it like to attend this early years setting?
The provision is good
In the main, children arrive happy and are eager to start their day. Children who have been absent over the holiday period are given lots of support from their dedicated key person.
Staff use techniques such as inviting children to help make the play dough and direct them to their favourite activities. This means children quickly settle and feel comfortable to explore.Children follow the 'Golden Rules' for the nursery very well.
Staff help them by offering gentle reminders, such as not to run indoors. As a result, children can adapt their behaviour and are learning how to keep themselves safe. Children have a can-do at...titude to learning.
Babies cruise furniture and due to staff's constant support, they confidently take their first steps. Toddlers play cooperatively in the sand, sharing resources and taking turns to dig for worms. Pre-school children are enthralled as they hunt for bugs in the outdoors.
On finding a snail, they observe its unique characteristics and discuss how it is similar and different to a slug. Children are independent and relish opportunities, such as putting on their own coats, washing their own hands, and pouring their own drinks.Leaders and staff understand that some children have had limited experiences, due to the COVID-19 pandemic.
Outdoor play and promoting children's large physical skills are given high priority. Children enjoy activities, such as scaling the climbing equipment, crawling through tunnels, and using ride-on bicycles.
What does the early years setting do well and what does it need to do better?
The new manager has high expectations for children, their families, and the staff.
She leads by example on her quest to strive for consistent improvements. Her detailed action plan is understood by staff, shared with parents, and implemented well. As a result, the nursery is much improved from the last inspection.
Staff receive regular support from the manager. They attend some useful training to support them in their individual roles. For example, all staff undertake safeguarding training.
The manager has attended dedicated safeguarding lead training. In addition, there is a member of staff trained in supporting children with special educational needs and/or disabilities. (SEND) That said, staff do not yet receive enough targeted support to help them raise the quality of their educational practice to the highest levels.
The curriculum is sequenced and implemented flexibly to meet the different needs of children. This includes children who are in receipt of funding, and children with SEND. Staff know children very well.
They use what they know about children to plan for their individual next steps. Partnerships with other agencies involved in children's care and learning are very well established.Targeted plans are implemented well.
This means that all children make good progress from their unique starting points and are prepared for future learning.Older children confidently remember past experiences, such as exploring the 'bug tray'. Children excitedly recall what they learned previously.
For example, they talk about how a grasshopper's ears are in its belly. In addition, they discuss the similarities and differences between a lobster and a scorpion. Overall, staff support children well because they ask them questions to extend their vocabulary and thinking.
However, staff do not always ensure that all children, particularly those children who are less confident in a group, have equal opportunities to participate. As a result, these children become disengaged.Children develop well in mathematics.
Toddlers hand staff the correct number of objects when asked. For example, they find two yellow cars. Pre-school children count the legs of different bugs and order them in size.
Children have many opportunities to develop their literacy skills. Babies make marks in couscous using different sized brushes and their hands. Older children use chalks to draw spiders on the playground floor.
Children enjoy looking at books and magazines about nature. They observe tadpoles with staff and then intricately draw what they see.A strong focus is placed on promoting children's oral health.
Children learn about 'good' and 'bad' foods and how to brush their teeth properly. Useful information is shared with parents by means of an online application. This helps to promote learning at home.
As a result, children gain a positive attitude toward being fit and healthy.
Safeguarding
The arrangements for safeguarding are effective.Leaders and staff understand the needs of children and their families.
They act quickly, following policies and procedures when they have a concern about a child or their family. Staff equip children with the skills needed to act in the event of an emergency. For example, children know to dial 999 to summon emergency help.
The setting is safe and secure and risk assessments are implemented well. Robust recruitment and vetting procedures ensure that all staff are suitable and safe 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: nensure that all children have equal opportunities to participate in large-group activities nembed coaching and supervision arrangements to better support staff to develop their individual practice to the highest levels.
