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What is it like to attend this early years setting?
The provision is good
Children feel safe and secure at nursery. They have adapted well to the changes made due to the COVID-19 pandemic.
Parents now hand their children over to staff at the door and most children come in readily. Staff gently distract those children who need extra support to separate from their parent. Babies show that they are happy at nursery, despite some only attending for a short period of time.
They form close emotional attachments to the caring and attentive staff, enjoying cuddles and reassurance. Classical music is played in the background to help provide a calm environment and soothe babies when it is time for the...ir sleep.Older children develop their confidence.
They are keen to approach the inspectors to share their experiences and what they know. Children develop their independence and self-care skills. Two-year-old children enjoy the responsibility of carrying out simple tasks.
For example, before sleep time, they collect a mat with staff and help to put on their bedding. Older children step on a wooden block so that they can reach their peg and hang up their belongings. They develop good hygiene routines and know when to wash their hands.
Younger children's and babies' intimate care routines are sensitively met.
What does the early years setting do well and what does it need to do better?
The manager is passionate about her role and demonstrates that she wants the best for children and her staff team. Staff have regular supervision meetings and reflect on their practice.
They access professional development opportunities to help enhance their knowledge and skills. Management support staff to implement new ideas into practice to further enhance the nursery and benefit the children. The manager always ensures staff's welfare and takes time to discuss any well-being issues.
Staff report that they are well supported. They are fully aware that they can access additional support, if required, through the company.Children, in the main, experience a broad curriculum, which builds on their interests and what they already know.
Staff provide activities that promote children's natural instincts to discover and explore. For example, pre-school children are eager to use their hands to make 'soup' with pumpkin flesh and seeds. Overall, staff know what they want children to learn.
However, they do not always present information clearly to children so that they understand what is expected of them.Staff notice when children may need extra support with their learning, such as those with speech and language difficulties. The special educational needs and disabilities coordinator works closely with staff to ensure they provide suitable activities.
Staff involve parents, and other professionals when necessary, to help ensure these children make the best possible progress.Children learn to manage their own risks. They understand what is expected of them and the rules they need to follow.
Children state, 'Buzz keeps you safe. You have to be careful with scissors, they can cut you'. Outdoors, children balance on the wooden beams.
Staff are close by to supervise children at activities.Parents express that they appreciate the good levels of communication from staff. They are kept well informed about children's experiences at the nursery and staff actively encourage parents to remain involved in their children's learning.
Staff speak about children's home routines to make sure that they keep up to date with any changes. This ensures that children experience continuity with their sleeping, feeding or toileting needs.Children enjoy well-balanced, nutritious snacks and meals.
Their individual dietary requirements are exceptionally well met. Staff praise children for trying new foods.Staff help children to develop their communication and language skills.
They enthusiastically sing songs to babies, who move their bodies to the rhythm. Staff use props to help toddlers to identify songs. They reinforce the correct words for objects, such as when young children begin to identify farm animals.
Staff ask older children questions as they explore the available resources. However, staff are not always ambitious in the language they use when talking with the children in order to fully support and extend their vocabulary more widely.
The arrangements for safeguarding are effective.
Staff have a secure knowledge and understanding of how to respond to any concerns about children's welfare. The manager ensures that they are kept up to date with local child protection procedures. Staff fully understand the action they must take if they are concerned about the conduct of the manager or another member of staff.
The management team completes regular ongoing checks to ensure staff's suitability to work with children. Staff ensure that the premises are secure and make regular checks of the environment to help to ensure that they 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: present information clearly to older children about adult-led activities so that they understand what is being taught and what is expected of them focus support and coaching for staff on helping them to fully understand how to support children to develop a wide and varied vocabulary.
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