Welsh Lane Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are very happy, secure and content in their setting. They are very aware of their surroundings and are confident to explore and extend their play to all areas accessible to them.

Staff reassure children, encouraging them to use all areas of their rooms to enhance their play experiences. For example, children in pre-school follow staff's suggestions to use the spaghetti on the activity table to fill up the cups in the home corner. They have fun while developing their physical control and coordination.

Children take great pride in their achievements. They are eager to share their ideas and pieces of work with st...aff and their friends. For example, children proudly show staff their coat pegs with their self-portraits.

Staff encourage children to use these to recognise where to hang their coats and bags. Children confidently describe their pictures, associating them with how they look in the mirror, demonstrating a great sense of themselves. Staff celebrate the smallest of achievement to help children feel a strong sense of self-belief.

Children enthusiastically join in with a good range of stimulating play experiences that promote all areas of learning. Staff provide a strong curriculum that encourages children to develop at their own pace. Children are excited to see their friends and familiar staff when they arrive, inviting them into their cooperative play.

Staff talk to children about their time at home, using their knowledge of children's families to help them feel settled. Children eagerly share their experiences from home with staff and other children, giving others the opportunity to broaden their knowledge of other people's lives and their community.

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

Staff support children to learn to behave well.

Children understand boundaries and expectations because the staff act as positive role models. Children accept their friends' ideas by listening to their suggestions and celebrating different ways to play.Staff use stories and songs to help children to think for themselves.

They help them to recall and predict what is going to happen next. Children confidently work cooperatively in small groups to find solutions to problems throughout the story, linking the characters' experiences to their own emotions. Staff use pitch and tone effectively to encourage children's full attention and to spark their imaginations.

Staff are eager to explore new strategies and practices to support different children's needs. They share ideas and adapt their practice to promote consistency for children. They confidently develop new ideas and encourage colleagues to evaluate how effective these are.

Managers are approachable and visible in the setting. They are very aware of what happens in their setting and constantly support staff to develop according to the needs of the children and families attending.Staff use sensitive approaches to changing nappies, giving children clear explanations.

They allow children to finish what they are doing first before encouraging them to make their way to the bathroom. Children give confident explanations as to why they wash their hands at lunchtime, saying that this is 'to wash the germs off to keep us healthy'. Babies willingly allow staff to gently wash their faces and learn to try to do this themselves.

Partnerships with parents are effective. Parents comment that they feel confident in the staff's care of the children. They praise the staff for their strong relationships with each family and the individual time spent with children throughout the day.

They know the children are progressing well in all areas of learning. Staff keep parents well informed of children's progress.Children develop strong communication skills throughout the setting.

Staff encourage them to use simple signing, gestures, expressions and verbal words to communicate their needs. Staff have a clear understanding that this is a necessary skill to support children's readiness for school. However, staff do not consistently support all children to understand the routines of the day to help them fully develop confidence that is valuable as they move on in their education.

Children participate in a good balance of adult-led and child-initiated play indoors. Staff plan according to children's next steps and deliver a varied curriculum to support their progress. Children engage in a wealth of experiences outside that highly support their physical well-being and awareness of the world around them.

Staff's strong emphasis on child-initiated play outdoors helps children to freely explore their environment. However, staff do not consistently recognise when individual children would benefit from interaction to become more involved and engaged in their play and learning. For example, children who need support to develop further friendships receive limited interaction from staff to help initiate conversations with their peers when playing outdoors.

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 further improve the quality of the early years provision, the provider should: nenhance the arrangements to promote children's understanding of the daily routines, to develop their confidence even more fully support staff to recognise how to enhance children's learning and enjoyment as they spend time outdoors.