Winton Children’s Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy, safe and settled at this welcoming nursery. Staff spend time with children who are new to the setting, ensuring that they settle.

For example, children are offered settling-in sessions when they first start at the nursery, these are adapted to the needs of the individual children. Consequently, the transition into nursery is smooth and key-person bonds are established.Children behave very well.

They use their manners, for example they say please and thank you at appropriate times throughout the day. Staff are positive role models. Children are respectful of each other and have positive attitudes tow...ards their learning.

For example, when provided with paint and various tools they enjoy exploring the paint and making marks. More reluctant children observe this play before having a go and being supported by staff, who praise them for their achievements. Children enjoy exploring both the indoor and outdoor environments.

Outside, they walk along tyres and use climbing frames. They use their imagination in the mud kitchen and they enjoy listening to stories. For example, babies listen attentively to a story and point to the animals.

Staff ask 'What animal is it?' and wait for the babies to respond. They model correct language and, as a result they, support children's early language.

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

Leadership and management are good.

Staff are supported in their roles and are provided with supervisions that include feedback regarding their practice as well as identifying training to further develop their teaching. Inductions are carried out for staff who are new to the nursery. These provide support and guidance to ensure all staff fully understand the nursery policies and the expectations of the company.

Communication and language is supported extremely well. Staff provide a calm environment. Staff have received training in relation to communication and this is evident when hearing staff speak to the children.

For example, they listen to children and use appropriate language relevant to the ages of the children. The setting uses a programme to support children with their speech and language. This provides early intervention, where necessary, through a structured referral process.

As a result, children make good progress.Parent partnerships are very good. Parents report that their children are happy and enjoy their time at nursery.

They feel supported and able to speak to the staff should they need to and they say that communication is good. Those with children settling into the nursery feel the process supports both the child and themselves.In the main, staff understand the nursery's curriculum and implement activities effectively.

However, on occasions younger children are not sufficiently challenged. For example, children repeatedly roll balls down chutes counting to three while doing so. Staff do not always take learning further in order to support children to achieve their full potential.

Staff identify the next steps in children's learning. They plan for these as well as responding to their learning as they play. For example, pre-school children enjoyed a story of the three little pigs, they enjoy taking on the role of the wolf saying 'I will huff and puff and I will blow your house down.'

Children then moved to a tuff tray where they could use materials to build houses of straw, sticks and bricks. Children enjoyed re-enacting the story through their own play. Consequently, children's interests are fully understood and supported well, through planned activities.

Leaders provide an inclusive environment that meets the needs of children with special educational needs and/or disabilities. For example, spaces for children to reflect and take time for themsleves are available should they need it. Parents say that they are supported with processes that involve external agencies and feel their children's needs are met.

Staff provide some opportunities for children to learn about what makes them unique. For example, they use words in nursery that are spoken at home for children with dual languages. They celebrate festivals throughout the year and provide visual aids to support this.

However, staff do not provide consistent opportunities for children to learn about different cultures or communities beyond their own.

Safeguarding

The arrangements for safeguarding are effective.Managers ensure that staff have relevant training to be able to identify signs of abuse and the procedures to follow should they have any concerns.

Additionally, staff have a secure knowledge of how to report an allegation against a member of staff. Leaders follow robust recruitment procedures. Staff are deployed effectively.

Staff have paediatric first-aid qualifications and accidents and injuries are dealt with well. All areas of the premises are safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop experiences that explore different cultures, diversity and people, so that children develop an awareness of the world nensure the curriculum is implemented effectively, to consistently challenge younger children to achieve their full potential.