ABC Early Learning & Childcare Centre UK Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

This is a nursery where staff care deeply for children.

Groups of children, such as those with special educational needs and/or disabilities (SEND) and children who speak English as an additional language flourish from their starting points.Children's relationships with staff are warm. They seek out familiar adults for cuddles and reassurance.

Key persons know children well and tailor care to their needs accordingly. For example, when children need additional emotional support because of the arrival of a new sibling at home, they receive this from nurturing staff.The curriculum promotes children's good personal develop...ment.

This includes children's independence skills that they develop through a sequence of learning over time at the nursery. Young children have a go at doing things for themselves. By the time children get ready to leave the nursery to start school they are independent in managing their own care needs, such as toileting and handwashing.

Children's behaviour at nursery is positive and any rare incidents of dysregulated behaviour is managed sensitively by staff. The relationship between staff and children is founded on the principle of respect.Parents are very happy with the care and education their children receive at this nursery.

They feel valued and welcomed. Parents talk about the excellent communication from staff which helps to assure them about their children's development and progress.

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

Leaders and managers have taken effective action to address weaknesses identified at the last inspection.

They have implemented procedures to assure children's safety and welfare. The nominated individual has worked closely with both the company and nursery managers to monitor improvements.Leaders have a vision for sustained and ongoing improvement through accurate evaluation.

They are coaching less experienced staff well. This helps to ensure that newly appointed or less qualified staff gain the knowledge and skills they need over time. While staff development remains a high priority for leaders.

There is scope to strengthen teaching through further professional development to raise the quality of education to a higher level.Staff report positive well-being, and that they feel valued. Leaders have taken effective steps to reduce staff workload, such as reducing the number of unnecessary written observations.

This means staff spend more time working directly with children.Leaders have devised a curriculum that is well-designed and ambitious for all, including children for whom the provider receives additional funding. Staff know children well; they effectively use assessment to plan next steps to help children to make good progress.

For example, they consider favourite activities and particular interests in planning and make extra, tailored resources to help support children's learning.Leaders strive for children to be engaged and motivated learners who think critically and this is integral to the curriculum. However, in the junior rooms, the curriculum is not consistently delivered to support children's individual styles of learning at the highest level.

Leaders have identified this through their own self-evaluation and are starting to address this.Overall, there is a strong focus on reading and promoting a love of books through the curriculum for all ages. Staff and older children explore new and 'tricky' vocabulary from stories together explore what 'sly' means.

Staff support toddlers to use books as a point of reference to assist in the acquisition of essential knowledge, including recognition of colours. Babies enjoy looking at colourful pictures in a large book. They giggle with delight when staff 'quack' like a duck while sharing a book about farm animals.

The identification and support for children with SEND is a real strength at this nursery. Observation and assessment for these children is effective and means that areas for progress are swiftly highlighted. Experienced and knowledgeable staff prioritise support for children where there are concerns about development.

They use a range of teaching methods to tailor their teaching.Staff get to know children and families well from the outset. They use the information gained to plan activities that help to broaden children's experiences.

For example, children have benefitted from visits from local police officers to learn about their roles. This also helps to teach children to have respect for those in authority and to prepare children for life in modern Britain.

Safeguarding

The arrangements for safeguarding are effective.

Staff know how to identify concerns about a child's welfare and leaders support families to access the support they need. Leaders manage safeguarding well. They follow safer recruitment procedures to help to ensure staff suitability.

They understand their roles and responsibilities to respond to concerns that may arise about staff. There is a strong commitment to ensuring staff have an up-to-date safeguarding knowledge. The premises are safe and secure, and staff implement and follow effective risk assessment.

Staff supervision of children helps to ensure their safety while at nursery. The curriculum helps children to learn how to keep safe, such as when crossing the road.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimplement plans to build further on the quality of education in the junior rooms to deliver the curriculum through children's individual styles of learning and promote children's engagement, motivation and curiosity to an even higher level raise staff's knowledge and skills through ongoing plans for professional development to build on the overall good teaching already in place across the nursery.