Wee One’s Day Nursery And Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The provider has made improvements since the last inspection and has taken action to address the weaknesses. For example, staff have updated their safeguarding knowledge, including those who have a lead role in safeguarding. Supervision of children at mealtimes has improved.

Staff are more aware of how to support children with special educational needs and/or disabilities (SEND) and how to respond to children's behaviour. However, this is not yet consistently embedded. The provider recognises there are still improvements to make in order to raise the quality of education further and is working with the staff and other professional...s to achieve this.

Staff warmly greet children at the door on arrival. Children who require support to settle in are given comfort and reassurance. This helps children feel settled.

Children play happily with the available resources and staff encourage children's thinking as they explore alongside each other. For example, staff ask children about the creations they make using resources that interconnect. Children concentrate as they look at pictures of models and try to recreate these.

Outside, staff support children to practise their physical skills. For example, children climb on climbing frames and balance on low-level beams. Children explore natural resources in the mud kitchen, such as mud, leaves and plants.

Staff complete daily checks before going outside to identify and remove any risks and ensure children's safety.

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

The provider has improved the safeguarding arrangements. Staff have had training to update their knowledge on how to identify the signs of abuse and know where to report these.

The provider is in the process of recruiting new staff and understands the importance of providing a thorough induction, and ensuring they have this up-to-date knowledge when they start.Staff are provided with supervision sessions and the opportunity to discuss matters relating to specific children. New staff receive induction training and report they feel supported in their roles.

Temporary members of staff are working to ensure there are enough staff present. However, some staff do not fully understand their roles and responsibilities. For example, at times, staff prioritise daily tasks, such as cleaning, before making sure activities are prepared and ready for children.

This means children become disengaged and less involved in meaningful learning.The provider has developed the curriculum to ensure there are various learning opportunities for children and is supporting staff to understand how to deliver an ambitious curriculum. For example, children enjoy learning about the colour of the paints they need to mix to make up different colours.

However, some staff do not yet understand how to implement the curriculum intent fully, in order to build upon the skills children already have. The provider has not yet fully supported staff to ensure that the curriculum intent is understood and consistently implemented.Staff have some learning aims for the activities they provide.

For instance, they encourage children to identify letters of the alphabet during whole-group circle times. However, staff do not consistently identify when to adapt these routines to provide all children with good learning experiences. For example, younger children lack engagement during these group activities and wander off.

Staff do not always provide children with sufficient alternative experiences that are tailored to their developmental needs in order to engage them fully.The provider has improved the arrangements for children with SEND and is working with outside agencies to help develop individual plans for children. This helps staff know how to better support children, and funding is used to help increase staffing levels.

Children with SEND are making progress from their starting points.Staff use strategies to help children to understand what is happening next and the expectations they have of them. For example, staff have various resources including visual aids to help children know what they will be doing next.

However, these are not yet consistently applied, and, at times, children can become confused and frustrated when they do not understand what they need to do next, or when their play is finished.Children's personal development is supported well. For example, they are encouraged to wash their hands before and after mealtimes.

Staff remind children to use a wet cloth to wipe their face after eating. Children look in the mirror to help them do this successfully.Parents are happy with the care their children receive and feel the communication has improved.

For example, they are more aware of the educational programmes their children take part in. The provider has implemented specific evenings throughout the year to discuss with parents the progress their children are making.

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 ensure staff are fully aware of their roles and responsibilities so that children stay engaged and motivated in activities to better support their learning.03/09/2024 To further improve the quality of the early years provision, the provider should: strengthen staff knowledge of the curriculum intent so that they focus more precisely on the skills they want children to learn next develop staff's skills in adapting group activities and organising routines to take more account of the needs of all children and engage them in purposeful learning support staff to use agreed strategies more consistently to meet children's individual needs.