Turnbridge Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Babies and children are happy and settled. Babies snuggle with staff as they wake from a restful sleep. Older children develop strong friendships.

They often seek their friends out to join them for activities. They have positive relationships with familiar adults, who they approach without hesitation. Babies' communication, social and emotional skills are well supported.

Staff encourage them in a game of peekaboo with friends. Staff acknowledge babies' excitement when they move their arms and legs as lunch arrives. Older children are proud and show off their balancing skills as they ride bikes.

They ride at va...rious speeds, up and down slopes, negotiating obstacles in their way. Children explain to the inspector what they are learning about in nursery. They talk about the Queen's birthday and her Jubilee celebrations.

Children describe their tea party and their imaginary trip on a 'red London bus'. Children enjoy the activities offered. For example, they help to construct the London bus and decide how many wheels and seats they need.

When they arrive at London, they take a walk and look for key landmarks, such as the London Eye.

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

The manager describes a well-thought-out curriculum. There is a focus on the skills children need for future learning.

This is particularly the case for their communication and language, personal, social and emotional development, and physical development.Leaders and managers consider the extra support that children born during the COVID-19 pandemic need and ensure it is fed into the curriculum. Staff establish a good relationship with parents and their children.

This helps children to feel safe and secure as they begin to develop their social skills.The cook plans meals and snacks to ensure children's individual dietary needs are met. She also considers how she can enhance children's learning experiences through food.

For example, she uses beetroot and rhubarb in meals and snacks. This has a specific link to the story children are reading and listening to. It also helps staff continue to encourage children's healthy attitude to food.

Children understand they must help to keep themselves safe. For example, they put on safety helmets before riding bikes. Staff remind those who remove helmets why they need to wear them.

Although some children show their frustration at this, they do get off the bike. This shows their understanding of the need to follow rules.Children's care rooms are well thought out.

They are spacious and lead to outdoor play areas. The nursery garden used by the older children is particularly well designed. They learn about the world around them and work on improving their physical skills.

Toddlers explore the natural areas. Staff place bugs in a magnifying box and children study them with fascination.Children follow good hygiene practices.

They wash and dry their hands at appropriate times. They clean their nose and dispose of the tissue in a bin. Children have good table manners, use cutlery well and pour their own drinks.

Children with special educational needs and/or disabilities are well supported. Staff are quick to identify when children need extra support. With cooperation from parents, they make appropriate referrals to other agencies.

This helps to ensure children get the support they need to make the best progress they can.There are good partnerships with the schools that children are to attend. Teachers attend a 'meet and greet' session.

Children look at photographs of schools, teachers and future classrooms. They become used to their school uniform as they wear it during role play. This helps to build children's confidence as they prepare for school.

Staff and parents do not always share information about children's development. This means some next steps are not precise enough to help children make more rapid progress.Staff do not always take account of children's mixed abilities during their interactions.

As a result, staff sometimes answer a question themselves and move on to another. This does not give all children the time to think about the question and how to respond.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand their safeguarding and child protection policy and procedures. They know who to contact in the event of receiving an allegation against an adult. Staff are aware of the 'Prevent' duty and why it is in place.

A robust recruitment procedure helps to ensure adults working with children are suitable. Risk assessments are thorough. They identify the risk and the action taken to reduce or end it.

This helps to ensure children's safety and well-being. Appropriate records are in place regarding notifications made by the provider, accidents and complaints.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: be more precise about what children need to learn next and how to help them make even swifter progress continue to track the quality of staff's interactions with children and help them to challenge and support all abilities, particularly when working with a group of children.