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Unit 2 Albany Park, Cabot Lane, Poole, Dorset, BH17 7BX
Childcare on Non-Domestic Premises, Full day care
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is good
Children feel happy and secure at this nursery. Babies settle well, as staff mirror care routines from home. Staff know when to tailor settling-in sessions for children who need more time.
They use the interests of each child to entice them into activities, so all children come into nursery happily and engage with learning quickly.Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). They monitor children's progress well and identify when some children need extra support.
Staff manage transitions carefully so that children move on to the next stage in ...the nursery at their own pace. As the manager deploys staff between rooms on a rota basis, babies can transition to the bigger room with confidence, as they recognise familiar faces. Toddlers and older children become familiar with the new routine that school will bring, as staff invite Reception teachers from local schools into the setting to meet them.
All areas of learning are skilfully covered, as staff support learning in exciting ways. For example, children have enjoyed visits from flamenco dancers and guitarists, which the managers have organised. Children enjoy experimenting with the musical resources available, such as drums and guitars, and music fills the air.
What does the early years setting do well and what does it need to do better?
Babies and children have ample access to the large outside area, where they are eager to join in with activities, and their enthusiasm is infectious. In the construction area, staff commentate on an activity as children use gutters to investigate how water flows. This helps to introduce children to the early use of scientific language.
Toddlers show good coordination and balance as they navigate the balancing beam resources. Older children use their imaginations to make up games to play with their friends, and they run and hide.Children are learning about the steps they need to take to be healthy and to take care of their bodies.
They help themselves to fruit at snack time. However, staff do not always support children to cut up the fruit offered. They do not consistently help children to be as independent as they can be in daily routines.
The support for children with SEND is a strength of the nursery. Staff swiftly identify children who need additional support and work effectively with other professionals. They have very good knowledge of strategies to support children.
These strategies are extremely well thought out and tailored to children's needs and preferences. Staff work closely with parents and other professionals to ensure that these strategies are consistently used to support children's progress. This contributes to the strong progress children with SEND make.
Children are well behaved and respectful to each other, and staff are excellent role models. For example, children share chalk without staff prompting. Staff promote the 'golden rules', such as using kind hands and taking turns.
The children reflect these aspirations and behave well. Children are beginning to learn right from wrong.Children's language is developing well.
In the baby room, staff patiently repeat words and short phrases to babies, who look at them intently. Staff encourage all children to join in with rhymes and songs. Where appropriate, they use visual cues and pictorial representations to support some children further.
The curriculum is sequenced well, and it is easy to see what staff expect children to learn in each room.Children benefit from a variety of regular trips and outings, which staff arrange, such as to parks or the pond nearby, where they feed the ducks. This broadens their knowledge of the world around them.
Staff feel valued and well supported by managers, who have a clear vision for the setting. Managers and staff work very well as a team, and children are at the centre of all they do.Parents report that they receive information on the activities children do at nursery.
However, staff have not ensured that all parents know who their child's key person is to enable them to consistently support their child's learning and development.
The arrangements for safeguarding are effective.The manager ensures that all staff have access to safeguarding training and that staff keep their knowledge up to date.
Staff can identify signs and symptoms of all forms of abuse and who they should alert if they have concerns for a child's welfare. Regular staff meetings prompt safeguarding discussions, and managers monitor any concerns and act upon them. The manager follows strict vetting procedures when recruiting staff, ensuring that all staff are suitable to work with children.
New staff receive a thorough induction to ensure they are familiar with the nursery's safeguarding policies and procedures. The manager monitors accident reporting to minimise further occurrences, ensuring children are kept safe.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: support younger children to be more independent in daily routines norganise the key-person system more effectively to ensure parents are kept informed of their child's learning and development.
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