Triangle Nurseries Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement There are areas in this setting that require some improvement.

This is because the curriculum arrangements for children's learning are not yet ambitious enough for what children can achieve. Children access a range of experiences during the day. However, the staff interactions do not consistently support children to develop their natural curiosity.

Children do not have the opportunity to fully explore resources that interest them. For example, children want to splash when they play in the water. Staff ask children to only make small splashes and remind them they will get wet.

This does not effectively extend chil...dren's fascination with the movement of the water. Children are happy in the setting. They receive a warm welcome from staff members and are keen to explore the activities on offer.

Staff create a sense of belonging and connection by displaying children's photos where they hang their coats and bags. Children benefit from playing outdoors. They enjoy running, jumping and crossing the bridge.

Children develop their gross motor skills as they confidently use balance beams and wheeled toys. They learn to travel at speed, negotiate obstacles and stop safely. Babies enjoy sharing books with staff outdoors.

They learn to turn the pages and delight in pointing to familiar pictures. However, staff deployment is not consistently effective. On occasions, staff time is taken up supervising rather than interacting with children.

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

The curriculum is not yet sharply focused enough to ensure that all children make the best possible progress. Staff gather information from parents and carers when children first start at nursery. They make use of this to help children settle.

Staff also make regular observations of children while they play. However, they do not effectively use the information they gain to make plans for what these children need to learn next.Staff build on children's awareness of people and communities through learning about festivals.

They invite children to make a diva candle holder from clay as part of this learning. Children develop strength and stamina in their hands as they manipulate the clay. This helps to promote their fine motor skills.

However, staff do not draw on other methods of teaching, for instance to support children's understanding of what an authentic diva lamp looks like.Overall, children behave well. Staff develop nursery rules for older children that they talk about at group time.

Younger children are learning to take turns with toys and resources. However, staff do not consistently and effectively support all children to understand the impact of their behaviour. Therefore, at times, children display unwanted behaviours, for example snatching toys from others.

Staff support children to develop some skills needed for independence. They teach younger children to go up and down the stairs safely and hold on to the handrail. Older children wash their hands confidently.

They know they need to use soap and water to ensure their hands are properly clean. However, staff members do not consistently use their knowledge of child development to support children to manage tasks effectively for themselves, such as the use of cutlery at mealtimes.Staff share stories and books with children throughout the day.

Older children delight in participating in group story time. They identify the creatures in the familiar book and enjoy making animal noises. Younger children share books with staff in a cosy corner.

This supports the development of children's early literacy skills. Staff ensure that books are displayed in a way that enables children to make a choice when selecting stories.Leaders ensure that staff receive regular opportunities to continue their professional development through training and discussion.

However, this support does not help staff to fully understand how to implement the nursery curriculum effectively for all children's learning, including children with special educational needs and/or disabilities (SEND).Parents are pleased with how their children settle into nursery. They say they have the opportunity to share information about children's likes and dislikes with their key person.

Parents receive regular feedback about children's care and education. They appreciate and comment positively on the approachable and friendly leaders and staff.

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 develop and embed a clear and sequential curriculum to ensure that activities and experiences build on what all children already know and can do 31/12/2024 provide for children's interests and fascinations in a way that fully supports them to explore, develop their natural curiosity and build further on their learning 31/12/2024 make sure that staff are deployed effectively so that children receive consistent, quality interactions from staff during play.31/12/2024 To further improve the quality of the early years provision, the provider should: nensure that consistent and appropriate behaviour strategies are implemented to support children to develop a deeper understanding of the rules and expectations gain further information from parents when children first start, about their prior learning, to help focus the plans for their next steps from the beginning nextend the opportunities for children to practise and further build on their independence.