Woodlands Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The setting offers a welcoming environment where children are happy and confident. Children settle well and swiftly build close relationships with staff; this helps them feel secure in the setting.

Children separate from their carers confidently and quickly settle into the daily routine. Babies who are new to the setting seek out their key person for comfort when needed.Children behave well and are motivated to learn.

Staff plan activities based on children's interests, meaning children are excited and willing to have a go. Children enjoy playing outdoors. They confidently run, jump and ride their bikes around the open... space with their peers.

Staff are good role models. They demonstrate and help children to understand how to look after their toys and equipment. Children demonstrate respect for their environment by picking up toys and encouraging others to do the same.

Children enjoy healthy meals which are prepared on site. Staff help them to understand why they need to eat a balanced diet. As a result, older children confidently talk about how carrots help to develop their eyesight.

Staff teach children the value of working together and sharing ideas. As a result, children are very friendly to one another and share activities together.

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

The manager has a clear vision for the setting and how they will support children's learning and development.

She has a significant understanding of the backgrounds and experience of children outside of the setting. She discusses how making best use of the garden is crucial, because some children may not have access to a garden at home. In addition, she recognises children's levels of communication and language when they start at the setting.

This means she is able to support staff in extending children's vocabulary.The development of children's vocabulary is a strength of the setting. Babies hear words such as 'sticky', 'slippery', 'wet' and 'runny' as they explore sensory activities.

Older children learn about 'symmetry' as they create butterflies. Staff generally use questions well to extend children's critical thinking. In some instances, staff answer the questions before children have had a chance to do so.

During story time, toddlers recall past learning as they call out the names of animals that feature on the next page. Staff ask 'can you remember what noise this animal makes?' and the children respond correctly.All children, including those with special educational needs and/or disabilities, make good progress in their learning.

Staff have a sound understanding of children's needs and how to meet them. They work very closely with external professionals to share practice and set targets that provide opportunities for all children to reach their potential.The curriculum of the setting is well designed and sequenced.

Staff use their knowledge of child development and the children's interests to plan a wide range of activities. On occasion, planned activities in the youngest rooms may be too generic and miss opportunities to extend individual children's interests.Older children are very well prepared for school.

The pre-school staff emphasise the importance of supporting children's emotional readiness and independence skills in addition to communication, language and literacy, and mathematics. This is evident as staff step back and talk children through how to complete tasks such as putting on their coats and shoes when going outside.Staff development is strong.

The manager understands the strengths and development areas of her team. Staff have access to a range of training opportunities to build on their teaching skills. Supervision meetings are used effectively to monitor staff progress and ensure their well-being.

Parents speak very highly of the setting. They feel fully involved in their children's learning and development. Parents comment that they have built strong relationships with the staff in the setting and value their efforts in supporting children's developments.

Safeguarding

The arrangements for safeguarding are effective.Staff demonstrate a secure understanding of procedures to keep children safe. All staff have completed safeguarding training, including the manager and leaders who have completed training for the designated lead.

Staff know the signs which may indicate a child is at risk of harm. This includes wider safeguarding concerns such as domestic violence and the 'Prevent' duty guidance. Staff know how to report concerns.

Staff closely supervise children and provide a secure environment to ensure they remain safe. When appointing new staff, the manager follows safe recruitment processes to ensure staff are suitable and have the skills they need.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance activities to include an even wider range of children's individual interests nextend staff's use of questioning to provide even more opportunities to challenge children's critical thinking skills.