Chestnut House Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The passionate staff provide a welcoming and friendly environment. Children are happy and settled.

They have formed strong relationships with staff. These close bonds help children to feel safe and secure and form a good basis for learning. Children beam when their key person greets them in the morning.

They confidently talk to staff about their news. Children benefit from a range of first-hand experiences. For example, pre-school children attend free swimming lessons every week.

Children decorate their own piece of pottery when the art bus visits the nursery. They regularly visit the local nursing home to tak...e part in activities with the residents. These activities help to enrich children's life experiences.

Children behave well. They learn to share the toys and resources from a young age. Staff are positive role models.

They use clear instructions that help children understand what is expected of them. For example, babies learn to stop and go when shaking and tapping their instruments. Children are excited and motivated to learn.

Staff plan a range of stimulating activities that focus on children's interests. This helps children to develop a thirst for learning from a young age. All children, including children with special educational needs and/or disabilities (SEND), make good progress in their learning.

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

The dedicated staff have a well-designed and ambitious curriculum for all children that builds on what they already know. They know children well and have a secure knowledge of their development and progress over time. Staff plan focused activities that target the next steps in children's development.

Children's joyful singing can be heard throughout the nursery. For example, toddlers take turns to choose a song from their nursery rhyme board that they would like everyone to sing. Pre-school children happily sing as they construct models together.

However, at times, staff do not model words correctly. This does not help children to hear the correct pronunciation of words.The special educational needs and disabilities coordinator (SENDCo) works in partnership with other agencies to ensure that children receive the support they need.

She supports staff to understand each child's learning plan and provides coaching to support children effectively. Additional funding, such as early years pupil premium, is used effectively to support children's development and experiences.Children's emotional development is promoted well.

Staff use the story 'The Colour Monster' to help children learn more about their feelings. Pre-school children design their own colour monster and describe how he is feeling and why. Staff talk to children about how characters may be feeling in books.

This helps children to learn more about their feelings and begin to understand how their actions can affect others.Staff plan opportunities to enhance children's growing independence. They wash their own hands and put their shoes on to go outside.

Toddlers confidently feed themselves at mealtimes. Older children wash their faces with their own flannels after mealtimes and put them in the used flannel container. This helps children to feel proud of the tasks they can carry out independently.

Staff promote healthy lifestyles. They talk to children about why food is good for their body. Children learn where food comes from.

For example, they learn that eggs come from chickens after observing the chickens in the outdoor area. Children brush pictures of teeth with toothbrushes and toothpaste. They talk to staff about their recent visit to the dentist.

This helps children to learn more about healthy life choices.Parents praise staff for being friendly and approachable. They feel updated about their children's stages of development.

However, staff do not always suggest ways that parents can extend children's learning at home. This does not help to provide further continuity in children's learning.Children's behaviour is good.

They are kind and caring to each other. When disputes occur, staff deal with them promptly and effectively. Children work well together to tidy up the toys.

Staff praise children for their excellent listening skills. This helps to build their self-esteem.

Safeguarding

The arrangements for safeguarding are effective.

Staff are aware of the signs and symptoms which may suggest a child is at risk of harm or abuse. They know and understand the reporting and recording procedures they must follow if they have any concerns about the safety or welfare of a child. Staff work closely with other agencies, which ensures that children and families are supported and not at risk of harm.

Managers regularly check staff's knowledge and understanding of safeguarding. Robust recruitment processes are in place to ensure that staff are recruited safely.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen staff's knowledge of the importance of modelling words correctly provide parents with further ways to extend children's learning at home.

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