Little Swanswell Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children show confidence and are happy when attending this inclusive nursery. They are well cared for by their key persons, who are passionate about the experiences they provide to enable children to have the best start in life.

Children seek out the comfort of familiar adults when they are feeling unsure and receive lots of cuddles and reassurance. This helps to support their confidence in unfamiliar situations and raises their self-esteem.Staff plan a range of activities that are built around children's interests.

For example, children use glue and feathers to create a picture of a crocodile. Children are curious lea...rners and staff follow their lead in play. They bounce balls from different heights and see whose ball can bounce the highest.

They measure and compare, which helps to develop their mathematical understanding. Staff prioritise communication and language development in their curriculum. They create a language-rich environment for all children, including those who speak English as an additional language.

Staff model language and repeat new words and phrases. Children thoroughly enjoy looking at books and can repeat familiar phrases from their favourite stories.Children explore the environments with purpose.

Staff support children's understanding of the things they identify in the garden. For example, as children discover different insects, staff extend their knowledge by talking to them about the food the insects might enjoy, such as bees tasting the nectar from flowers.

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

There has been a change in management since the last inspection.

This has had a positive impact on the nursery and the quality of the provision provided for children. Knowledgeable and enthusiastic leaders lead the nursery team. Since the last inspection, management has identified the strengths and weaknesses of the nursery and has worked hard to meet the previous actions raised.

Staff receive coaching and mentoring through regular supervision meetings. The manager is monitoring practice and has identified areas for further improvement. However, practice can be variable depending on which staff are in the rooms.

Occasionally, this results in less-confident staff being reliant on staff with more confidence to model practice and guide them.All children benefit from the additional funding the nursery receives. Staff identify key experiences that children may not have had and provide them with these while in the nursery.

For example, children attend dance and singing sessions led by external agencies. This has helped to boost their confidence and social interactions.Overall, children behave well and are curious and motivated to learn.

They recognise and respond appropriately to the routines of the nursery day. However, at times, staff do not consistently support children during transitions in the day, which can impact on their behaviour. For example, when children are preparing to go outside, they are often waiting for long periods with little to do as staff do not organise themselves effectively.

This results in children becoming bored and restless.Children thoroughly enjoy their time in the garden. Designated areas for the different ages of the children mean that they can explore the outdoor areas confidently and safely.

Children giggle with delight when they find a muddy puddle and excitedly jump in it to make the water splash. Children develop their physical skills as they climb, balance and learn to ride bicycles.Staff provide exceptional support for children with special educational needs and/or disabilities (SEND).

They are passionate and committed to their role. Children access a designated area equipped with resources and activities that staff centre around children's individual needs. Staff attend specialist training and work closely with other professionals and outside agencies to ensure that children make the very best progress they are capable of.

Staff promote equality and diversity with the children. They explore what makes children unique. For example, children attend an Eid celebration to find out more about what their friends may experience at home.

Staff encourage children to talk about their home life and bring in different foods from their cultures for children to taste. Older children who can speak an additional language teach their friends words in their home language. This helps to develop children's awareness of the world around them.

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: monitor and model good practice to all staff to enhance their teaching skills and interactions with children even further review the organisation of daily routines to ensure that children are fully engaged and their learning is not disrupted.