Woodlands Day Nursery and Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are confident and happy at the setting. Staff prepare a variety of activities for children to access when they arrive.

For example, older children enjoy using watered-down paints on tissue paper and watching the colours spread. Children listen to instructions from staff, such as when they complete puzzles. Staff encourage children to look at the picture of the puzzle to work out where to place the pieces.

Children persevere and show delight when they complete the puzzle. Children help staff choose helpers for the day who are given responsibilities to carry out, such as setting the table for lunchtime. Children... are proud of being chosen to help with these tasks.

Outside, staff support children to play together. For example, they promote turn-taking during group games such as 'What's the time, Mr Wolf?'. Children wait and listen to the number called and count out the steps they take.

This helps to promote their mathematical development. At times during the day, babies join older children in the outdoor area. Staff supervise babies well to ensure their safety and encourage them to gain confidence as they explore the environment.

For example, babies use different utensils to scoop and move wet mud into pots in the mud kitchen. They show curiosity and motivation as they develop new skills.

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

Mangers are reflective and regularly review and evaluate how well children's needs are being met.

They have recently implemented changes to some of the policies and procedures and provided staff with updated training. This includes the procedure for when children sleep at the setting and how to handle children safely.Staff receive regular supervision sessions and training opportunities.

Managers place high priority on staff well being. Staff report how the improvements managers are making to the setting are having a positive impact on the staff team and children. Staff report how they feel very well supported in their roles.

Staff know their key children well and the skills they need to learn next. Staff monitor children's progress to help identify gaps in their development. Overall, opportunities are planned to help support children's learning.

However, staff do not always focus their interactions precisely on the individual learning intentions for children. At times, children can become disengaged, and their play is less purposeful.Children behave very well.

They understand the rules and expectations of them. For example, children use sand timers independently to help them to take turns. Children know they need to wash their hands after painting.

Staff help children to remember the rules of games, and children use this knowledge when playing independently with each other. For example, children remind each other of whose turn it is next when playing ball games together.Children's physical development is promoted.

Staff set up obstacle courses outside and help children balance as they walk over raised beams. Babies pull themselves up to standing and move around, using low-level furniture for support. They have the opportunity to explore outside.

Children use their fine motor skills to make large creations out of small wooden blocks. They take their time and persevere as they position each block carefully. Staff celebrate children's achievements.

Staff provide opportunities to help promote children's communication and language. For example, they read books to children and encourage them to join in. Children anticipate what might happen next and recite parts of the story they have heard before.

Staff use props and instruments to help engage babies in singing. Babies show delight as they listen to nursery rhymes.Parents are happy with the care their children receive and know who their child's key person is.

They are updated daily, via an online portal, about the activities their children have taken part in and what they have been learning. However, managers do not always ensure parents are kept fully informed about specific matters relating to their children's individual needs.Staff promote children's independence at mealtimes.

Older children help to set the tables for lunchtime. Children enjoy a hot cooked lunch and are encouraged to serve themselves. Babies are helped to pour their own drinks, and younger children know that they need to scrape their plates into a bowl when they are finished eating.

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: strengthen staff practice to ensure learning opportunities are well sequenced and focus more precisely on supporting children's individual learning intentions nimprove how information is shared with parents so that they are fully informed about specific matters relating to their children's needs.