Billy & Boo Ascot

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Overall, the provider has a clear understanding of the curriculum and knows what she wants children to learn, with a current focus on speech. However, she does not always ensure that staff implement the curriculum that is intended. The interactions between the staff and children are variable and are generally more effective with older children.

For example, when staff concentrate intently on older children, they sometimes overlook younger children who approach them. Therefore, at times, younger children receive less-effective interactions with staff to fully extend their learning. Despite this, all children are generally happy and... settled.

Children benefit from many resources that successfully encourage their imaginations and creativity. For instance, they mix mud to create cupcakes and pretend to dig for treasure. Staff support the children's play and use factual books to look up different ocean animals, such as squids.

This helps support children's early literacy. Occasionally, staff are not always clear on the intent of the learning activities. That said, staff use children's experiences to plan activities that capture children's interest overall.

For example, children create an ocean picture after visiting an aquarium.At times, staff are not consistent in supporting children to follow rules, such as not running indoors or climbing on the ballet bars. Staff do not always challenge unwanted or negative behaviour.

This does not help children to learn how to behave appropriately. However, children develop some effective social skills as they make friendships.

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

Although the provider has some systems in place to monitor staff practice, these are in their infancy and are not fully embedded.

She recognises that with the introduction of a more play-based curriculum, staff do not always know how to develop children's individual development through meaningful interactions. However, children make progress in their learning and development.Staff plan group times, such as mathematics activities, which most children join in enthusiastically.

However, staff do not fully consider how to adapt their teaching to engage those children who are not interested or are reluctant to take part.Children are encouraged to be independent. For example, they wash their hands before mealtimes and use the toilets independently.

Staff support children to serve their own snack using tongs and pour their drinks.Staff do not consistently promote children's understanding of acceptable behaviour. Although children are taught pre-school 'rules', such as to use 'walking feet' and 'kind hands', staff do not always reinforce these guidelines.

For example, children do not listen to staff instructions, and they continue to run around the hall without staff intervening. This has a negative impact on children's behaviour.Children enjoy playing in the large garden area.

They are encouraged to be physical and expend their energy in the fresh air. For example, they are supported to use the swing and use child-sized brooms to sweep the leaves up. Children have various opportunities to develop their large-muscle groups.

Children benefit from the caring approach of their key person who takes the time to get to know them well. However, sometimes, staff are not quick enough to notice when children cry and require comfort and reassurance.Children with special educational needs and/or disabilities are well supported.

The provider works in partnership with other agencies and parents and puts strategies in place to support their development. This helps children make progress in their learning and development.Overall, parents speak positively about the nursery and staff.

They comment on the information they receive, such as general themes. However, parents receive limited information about their children's individual next steps and the skills they are focusing on each day. As a result, parents are not fully aware of what their children are learning.

Safeguarding

The arrangements for safeguarding are effective.The provider and staff have a thorough understanding of their safeguarding roles and responsibilities. Staff are aware of possible signs and symptoms that may indicate a child is at risk of harm.

They are mindful of safeguarding concerns and confidently describe what action they would take to seek support. Staff know the procedures to follow in the event of allegations against a colleague. They implement daily risk assessments of the indoor and outdoor environment, which helps to ensure that children remain safe when playing at nursery.

The provider has a robust recruitment process, ensuring that those working with children are suitable to do so.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date improve the arrangements to train, support and monitor staff to help them implement a precisely focused curriculum that prioritises what leaders intend children to learn 28/07/2023 improve behaviour management strategies that staff use to consistently reinforce good behaviour to better support children's understanding of positive behaviour.28/07/2023 To further improve the quality of the early years provision, the provider should: review and improve the planning and implementation of group activities to more successfully encourage children to choose to take part nenhance the role of the key person so that it is consistently effective in promoting all children's progress and development to the highest level.