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What is it like to attend this early years setting?
The provision is good
Babies confidently explore a sensory tray while looking at their familiar adults for reassurance. They wait eagerly to see what is next as adults select an item from the tray. Babies giggle and clap as adults support their language with songs.
They sit and use blocks to make marks on paper, using paints. Staff are warm and encouraging, praising babies as they do new things. Babies who are new to the setting are offered constant reassurance.
As a result, they settle quickly. Children are confident and are motivated by their engaging environment. Children play busily with activities that are planned well to reflect their... interests and abilities.
Older children use a variety of toy vehicles to make marks in flour. Staff support children and talk about the different types of vehicles and where they may see them. Older children are excited to go outside of the nursery and listen to sounds in the environment.
Children enthuse as they learn and say new words, such as 'crunchy' and 'frost', as they talk about the sounds they make when they step on the grass. Children enjoy playing outside. They paint boxes to make pretend ice blocks and swirl ribbons, making patterns in the air.
What does the early years setting do well and what does it need to do better?
A new manager has recently been appointed. There is a strong and committed leadership team in place. The management team has evaluated practice and identified clearly where teaching practice needs to be strengthened.
An established key-person system helps children and babies to form secure attachments with staff. These warm and friendly relationships promote their well-being and independence. Children appear happy, settled and confident in the nursery.
Children's behaviour is good. Older children delight in reminding each other of the rules. Staff act as positive role models and encourage children to share resources.
Children share well with each other and are kind to their peers.Staff provide exciting activities for children. They join in with children as they play to ensure that children have opportunities to learn new things.
However, sometimes, children do not have opportunities to make choices about how they wish to explore an activity. As a result, children are not always able to lead their own learning.Staff promote children's communication and language development well.
They talk to babies about the names of different objects they select. They model clear language for toddlers as they are learning new words. Older children discuss how to build igloos and talk about the names of different animals that live in the Arctic.
However, the enthusiastic staff do not allow children enough time to respond to questions. As a result, children lose interest and move on to another activity.Children with special educational needs and/or disabilities are supported well.
The special educational needs coordinators work closely with parents and children to ensure that children get the right support at the earliest opportunity. Leaders and key staff work closely with professionals to maintain consistent and detailed care and learning plans.Older children are preparing for their future education and move on to school.
They are learning to concentrate in group sessions and to be confident and independent. Children have many opportunities to explore the community around them. Staff skilfully build on what children know.
For example, children visit a flour mill and talk about how bread is made. Older children act as role models for younger children and help to set the table up for mealtimes. Children serve themselves lunch and learn valuable skills needed for later life.
Parents comment positively about staff and their children's experiences in the nursery. They say that staff are loving and caring and that their children make good progress.
The arrangements for safeguarding are effective.
Arrangements for safeguarding children are strong. Managers ensure that staff keep their safeguarding knowledge up to date by regularly discussing issues during supervision and staff meetings, including information about potential risks and how to recognise them. Staff are confident that they know how to identify signs of abuse and where to report any child protection concerns.
Additionally, all staff know how to recognise inappropriate behaviour from colleagues and how to follow the internal whistle-blowing procedure. Children go on regular outings in the community, and the staff ensure that thorough risk assessments are carried out to keep children safe.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: provide experiences where children can be curious and explore them for themselves nallow children time to respond to questions and share their thoughts and feelings.
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