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All Saints Action Network, The Community Centre, All Saints Road, WOLVERHAMPTON, WV2 1EL
Childcare on Non-Domestic Premises, Sessional day care
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is good
Children are happy and settled in this stimulating environment. They arrive with big smiles on their faces and are eager to engage and interact.
Staff are kind and nurturing. This shows in the children's positive and confident attitudes to learning. They build secure friendships with the staff and their peers.
Toddlers play in a sensory dinosaur tray where they explore different textures, such as a variety of plants, pine cones and bark. Every time they find something new, they take it to staff and excitedly show them what they have found.Overall, children engage well in their learning.
They explore items froz...en in ice and look at the difference between ice and snow. They talk about the weather and how to care for themselves in the snow. Staff encourage children to follow their own interests.
For example, children enjoy talking about Christmas. They choose a Christmas book for staff to read and all the children excitedly gather to listen. Children take turns and share when they role play cooking in 'Mrs Claus's kitchen'.
They pass role-play ingredients and cooking utensils to each other. Children converse with one another kindly. They talk about how hot the temperature of the oven will need to be for their Christmas cakes.
They discuss size, capacity and learn new vocabulary, such as 'recipe'.
What does the early years setting do well and what does it need to do better?
The team of staff work efficiently together to continually improve practice. They are experienced, knowledgeable and skilful in early education, and they access consistent training to ensure that they are up to date with their knowledge.
Leaders successfully support and guide staff practice to develop new ways of working. For example, staff choose their own areas of interest within professional development and leaders encourage them to share this new knowledge with the team.The key-person system is effective, and staff know their children incredibly well.
Staff understand early childhood education and know the importance of tailoring planned activities to suit each child's next steps to help them develop. They work well to ensure that the curriculum is varied and ambitious and that children benefit from all seven areas of learning. Leaders ensure that staff assess children quickly so that they can receive additional help if they need it.
Children with special educational needs and/or disabilities receive extra one-to-one support. They begin to progress well.Staff provide children with opportunities to experience different religions, cultural traditions and differences in the community.
Children learn about Diwali and enjoy tasting new foods they may not have tried before, such as samosas, spring rolls and jalebi. They listen to the story of Rama and Sita. Children explore pumpkins at a 'pumpkin party' at Halloween and fundraise for children's charities.
They use their imaginations to role play in the Christmas toy workshop.Children generally behave well and begin to make friendships. However, staff do not fully support children to understand how their behaviour might affect others.
At times, some children become excited and disrupt other children's learning and engagement in play.The nursery promotes children's health and well-being successfully. Children have access to fresh water and a range of nutritiously balanced meals throughout the day.
They learn about oral health while they role play dentists. They learn new words, such as 'incisors' and 'molars'. Children learn how to keep their teeth healthy after eating a variety of food.
Leaders provide parents with information about oral hygiene. For example, they hold workshops in collaboration with local dentists and signpost parents to help them register their children.Parents are complimentary about the quality of care and education their children receive and the feedback shared by staff about their children's progress.
Staff build strong relationships with parents to create a continually supportive environment for all individuals. Parents enjoy the chance to be involved in their child's learning. For example, they attend stay-and-play sessions, educational workshops and celebratory events, such as breakfast with Santa.
The arrangements for safeguarding are effective.Leaders and staff understand the signs and symptoms that may indicate abuse. They know the procedures to follow to report a concern about a child in their care.
Staff are aware of their roles and responsibilities in safeguarding children. They report concerns in a timely manner. Staff ensure that the environment is risk assessed so that it is safe for children to attend the nursery.
Staff have received up-to-date paediatric first-aid training and are aware of the actions to take in a medical emergency. Leaders have rigorous procedures in place for staff to recognise children's allergies or need for medication.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: support children further to develop a better understanding of how their behaviour may affect others.
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