Wingfield Nursery Ltd.

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Older children become deeply engaged and develop new skills as they use knives safely to chop fruit. They show their fascination as they use their fingers and small tools to remove seeds from a melon. Their communication and language skills are enhanced as staff support them to learn new words, such as 'watery', 'squeezing' and 'juicy'.

Children use different physical skills as they master how to press, push down and carve along apple skins in order to slice them. Younger children focus and concentrate during a water-play activity. They carefully pour water and fill containers, knowingly slowing down as the water approaches the... top.

Babies enjoy handling natural objects. They explore their wider environment as they pull themselves to standing and cruise confidently around furniture. Children follow routines that help them to feel secure and know what to expect during the day.

They enjoy playing outdoors and have lots of opportunities to be physically active and energetic. Children are supported well by staff to develop a growing awareness of how to keep themselves healthy and manage reasonable risks. Staff provide them with good opportunities to gain practical skills.

For example, children independently wash their hands before snacks and enjoy balancing and climbing outdoors.

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

Staff working with babies make good use of familiar rhymes to promote their development. They naturally incorporate singing and nursery rhymes into a range of activities.

Babies listen with delight. They clap excitedly and attempt to join in actions in time with their favourite song. This helps to promote younger children's listening skills and early awareness of sounds.

Children make good progress in their communication and language development. Staff introduce new words through songs and stories. They repeat sounds that babies make back to them, and support pre-school children to extend their thinking and share their own thoughts and ideas.

However, at times, staff working with the toddlers use very long sentences which are difficult for children to understand. This limits younger children's ability to increase their vocabulary and learn new words.Children are well behaved.

Staff support children's behaviour well and act as excellent role models. They speak clearly, so children understand what is expected of them. For example, they encourage children to take turns and to be patient and polite to each other.

Children follow instructions and receive plenty of praise and encouragement from staff. As a result, they display positive levels of confidence and self-esteem.Overall, the activities staff provide support children to develop skills in different areas of learning.

However, sometimes, staff do not recognise what they want children to learn from the activities they provide. This means they are not clear how to adapt activities to meet the learning needs of individual children.Children of all ages have many opportunities to use pencils and other small tools to make marks.

Outside, children enjoy painting large boxes. They use chalks to draw roads to run their toy vehicles along. Older children learn about letter sounds in their preparation for their move to school.

They learn to serve their own meals, and successfully manage their own coats and boots in readiness for going outside.Staff know children well and accurately assess their learning. They provide a curriculum that follows children's interests.

Children demonstrate that they are motivated to learn and enjoy their self-chosen activities. They engage in play with staff and act out familiar routines in the role play area. However, staff do not think carefully enough when planning and managing group activities.

This results in less confident children struggling to join in.Staff take time to get to know children and their parents and build strong and trusting relationships. Parents comment that they are extremely happy with the care their children receive.

They confirm that they are kept well informed about their children's progress. Parents comment that staff are approachable and offer regular suggestions to further support children's learning at home.The management team and staff have worked hard throughout the COVID-19 pandemic and have made changes to the provision to keep children and their families safe.

Staff have meetings to discuss how they can improve their practice and make good use of training opportunities to add to their skills and knowledge.

Safeguarding

The arrangements for safeguarding are effective.The management team and staff understand the signs and symptoms that may indicate a child is vulnerable to abuse or neglect.

They are familiar with the procedures to follow should they have any concerns about children in their care. Staff complete safeguarding training and update their knowledge and skills regularly. They carry out daily risk assessments to ensure the environment is safe and suitable.

Staff observe younger children until they are asleep and then continually monitor them to ensure they remain safe. The manager has a safe recruitment procedure in place and checks the ongoing suitability of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop ways to enhance younger children's communication and language to extend and increase their vocabulary and acquisition of new words support staff to make a clear link between the intent and delivery of all planned activities, to enable them to shape those activities to the learning needs of children clarify how group activities will be planned and managed to meet the needs of all children, particularly for those who are less confident.