VIP Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children of all ages are happy and excited to arrive at the nursery. Babies hold out their arms to staff who greet them affectionately. Older children separate from carers well and rush off to play with their friends.

Children demonstrate they feel safe and secure in the nursery. They form close bonds with staff and regularly approach them for cuddles. Babies giggle with delight when staff sing and interact with them.

Children's well-being is a priority in the nursery. Staff support them to understand their emotions through age-appropriate activities. For example, during daily circle time, staff and children express ho...w they feel.

They then talk about what events have happened to make them feel that way.Children are friendly and polite. They interact well with one another, willingly inviting others into their established games.

Staff support these behaviours by role modelling good manners and respect towards children and adults. Children of all ages demonstrate they are confident in the nursery. Staff encourage this by consistently praising children's efforts.

They adapt activities well to meet the needs of individual children. For example, children are investigating the textures of pumpkins. Those who are initially apprehensive are encouraged to have a go using spoons.

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

Managers and staff are very passionate about their role in supporting children's development. They create a warm and nurturing environment, where children enjoy learning. Staff plan exciting activities, which they adapt well to meet the needs of all children.

Managers and staff are aware of children's individual circumstances. They use this information to support children's well-being and development. For example, when the setting is closed, managers allow planned access to the garden area for families.

Parents speak highly of the nursery and staff. They value the quality of communication they receive daily as well as regular developmental updates about their children's progress. Parents also comment on the close relationship children have with staff.

Staff have good knowledge of children's abilities and how to support them in developing further. They adapt activities well to meet the individual needs of all children.Staff use children's interests as the basis for their learning.

For example, children choose to create portraits in the craft area. Staff use this as an opportunity to support them in identifying significant letters and numbers.Children behave well in the nursery.

They are kind and considerate towards others. When there are disputes over toys, staff are swift to intervene and encourage children to take turns.Staff use age-appropriate methods to support children's understanding of how to stay safe.

During story time, they discuss how the 'Gruffalo's Child' feels on her own in the woods. Children then tell staff how they never wander off from their parents.Children are learning to be independent.

Staff work hard to prepare pre-school children for the routines of school. They enjoy meals together at the table and discuss the healthy lunches they have brought. Staff encourage children to put on their own coats and shoes and offer support where necessary.

Managers and staff work hard to establish strong relationships within the local area. This enables them to provide additional learning and development opportunities for all children. For example, the garden area has recently been expanded with help from families and the community.

Staff support children's language development well in the pre-school area. They engage well with children during all activities and support their understanding of new words. However, the same high-quality interactions are not always observed within the baby area.

Managers have rigorous recruitment and induction procedures in place. This ensures staff are suitable and have received the required training prior to starting in the setting. Managers conduct regular staff appraisals and training sessions.

However, staff would benefit from more robust coaching and mentoring opportunities. This would support them is raising the quality of their teaching to a consistently high level.

Safeguarding

The arrangements for safeguarding are effective.

Managers and staff understand their role in keeping children safe in the nursery. They demonstrate good knowledge of the signs and symptoms that can indicate a child is at risk of harm. Managers and staff all complete regular safeguarding and paediatric first-aid training to keep their knowledge up to date.

Staff supervise children well indoors and in the large garden area. They complete regular risk assessments of the setting to ensure all areas remain safe for children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nestablish more robust methods of coaching and mentoring to support staff in raising the quality of speech and language teaching to a consistently high level.

Also at this postcode