Westfield Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff support the needs of children well and have a deep understanding of the learning expectations of each child.

Staff follow children's interests with precision to create 'in the moment' planning. This demonstrates the organisation of the setting's curriculum. Staff adapt routines and daily activities around children's interests and imagination.

This enhances development and enables staff to discover next steps in children's learning. For example, children are keen to play with the handwashing sink in the classroom. Staff recognise this interest and create a water-play activity to support the children's enthusiasm.<...br/>
Staff model good communication and language skills. They give clear explanations of what is happening and what will happen next, providing a sense of belonging and security for children. Staff react skilfully to disputes between the children, and manage their behaviour well, providing clear explanations and instructions.

Staff demonstrate clear directions, which is reflected in children's positive behaviour. Children treat each other with respect and competently manage their feelings. Staff provide opportunities for children to develop independence skills through self-care routines.

This helps children to make good progress in their learning and development.The setting's special educational needs coordinator has good knowledge of the personal needs of children with special educational needs and/or disabilities (SEND). She has good communication with parents and multi-agencies.

All staff understand the needs of children with SEND diagnoses and how to support them when attending the setting.

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

The well-structured managerial team support staff well. This is demonstrated in the long-standing staff, including members of staff that have worked at the setting for 30 years.

Leaders and staff implement an ingrained curriculum across the setting. Staff have a good understanding of how to further progress children's development. Staff complete detailed baseline assessments to create carefully considered development plans and individual targets.

This ensures all children have next steps in place as a continuation of their development.Staff implement a secure key-worker system, which ensures staff get to know children well and obtain knowledge of each child's interests. The impact of child development is evaluated by each child's key person through assessments, development checks and reviewing the children's most recent interests.

Staff value parent partnerships in the setting. It is initially built up through the well-organised settling-in sessions. Thereafter, it is developed through several successful communication tools, such as regular conversations, parents evenings and the online application available for parents to keep up to date with their child's developmental progress.

Parents feel content within the setting and praise the improvements that have been made since new management took place. Parents feel supported by staff, further explaining that 'staff consistency is key to the setting's overall success'.Staff work closely with children and their families to accommodate and embrace cultural celebrations within the setting.

The impact of this supports all children to feel included and valued as an individual.Children have good language skills. They approach others to have conversations.

Younger age groups often say clear words and short sentences and older age groups have detailed conversations that are supported by staff. Across the setting, children could benefit from further story times to support what they are learning, particularly if planning suggests this as a developmental target for the children.Children continually demonstrate confidence and curiosity, particularly in older age groups, as they ask staff information-seeking questions.

Children are often supported by staff to explore their enquiries. However, on occasions, children who have additional curiosity are not always accommodated to learn further through their investigations.The manager has a very clear vision for the setting.

She has a good understanding of what each age group should be focusing on as a priority to meet their milestones. The manager has deep involvement in how the setting runs from day to day and has a high standard for the children's developmental progression and staff's professional development.Staff have access to regular training and have an input into their own future training, based on their interests and professional development.

Safeguarding

The arrangements for safeguarding are effective.Staff have good knowledge of safeguarding procedures. They recognise signs of abuse and what to do if they are concerned for a child.

Staff know how to document all concerning information, and managers have a clear system in place to ensure documented children are monitored well within the setting. Staff feel comfortable to access support from the management team and other professionals where appropriate. Staff have the knowledge to address a concern with management appropriately and understand the importance of reporting it further to seek advice.

Leaders ensure appropriate contact information is displayed on the wall of each classroom and on each staff member's lanyard. Leaders and managers recruit new staff successfully to ensure children are safe in their supervision.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to strengthen their interactions with children, to ensure their curiosity is supported and their learning is challenged nallow children to have further access to regular story times, to build on the comprehension of what they are currently learning and to expand new learning.