Chuggers Day Nursery and Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The nursery is welcoming to children. Children arrive happily and are keen to start their day.

They are confident in exploring the environments, inside and outside. Overall, children have established friendships at the nursery, and many children play together cooperatively. Overall, children participate in activities well, particularly when staff encourage them to join in.

This helps them to access a range of activities and resources to support their learning. However, at times, when they are leading their own play, some older children do not demonstrate a good understanding of how to behave and how to follow the rules wi...thin the nursery. For example, they deliberately interrupt the play of others, show aggression towards their peers, use negative language and find it hard to share and take turns.

Older children's behaviour is often disruptive and interrupts the learning of others. Staff are not consistent in their approaches for challenging this behaviour, and so some children are not supported well enough to understand how to behave appropriately and manage their feelings when they are having difficulties. Children have good access to a range of activities and learning experiences.

For example, toddlers are engrossed as they use their senses to explore dough and herbs, and babies are captivated as they transport water using different containers and pour it into pipes. Children make progress from their starting points. However, progress for children with special educational needs and/or disabilities (SEND) is not as rapid as it should be.

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

Overall, the curriculum is well planned, and staff know what children can already do and what they need to learn next. Staff are clear about what they want children to learn during their time in each room, for example to build children's independence in their personal care. Staff encourage young children to access their own drinking water, toddlers to wipe their own noses and older children to use the toilet independently.

The learning environment, indoors and outdoors, provides children with interesting and stimulating learning opportunities. For instance, children use pieces of wood and tyres to create obstacle courses, which they navigate across carefully using a range of physical skills. In addition, they have cosy spaces to sit quietly, enjoy stories and look at books.

This helps to motivate children to want to learn and entices them to engage in play.Staff do not help children to manage their feelings and emotions positively or to understand how their behaviours impact on others. For example, when conflicts occur between children, at times, this goes unnoticed by staff until the children's behaviour escalates.

Staff tell children when their behaviour was inappropriate and intervene to keep children safe. However, they do not help children to understand why their behaviour is unacceptable or help them to develop ways in which they could self-regulate their behaviour in the future.Staff support children's language skills in a range of ways.

For example, staff model new vocabulary to children, engage in conversation with them and give commentary to their play. This helps children to develop effective speaking and listening skills and be confident communicators.Staff identify gaps in children's learning and recognise their individual areas of difficulty.

Leaders make referrals to other agencies when appropriate to seek advice and guidance in supporting the needs of the children. Children with SEND receive some additional help and support. For example, staff have introduced visual aids to support children's speech and language and plan activities to help children develop their social skills.

However, these interventions and strategies are not consistently implemented by staff. Therefore, although children with SEND make some progress from their starting points, they are not supported well enough to reach their full potential.Staff plan effective activities and daily routines to help children to develop early literacy skills.

For example, children learn the first letter of their name and use name cards throughout the day to find their pegs and places at the lunch table. This helps children to start to recognise their name in print in preparation for starting school.Partnerships with parents are positive.

Parents comment that they are kept up to date about their child's progress, and staff discuss their child's day with them on collection.Leaders identify a number of the nursery's strengths and areas for improvement and take steps to provide support and guidance for staff to address weaknesses in teaching practice. The manager regularly works alongside staff and is a good role model to them.

Staff have opportunities for professional development and access a range of courses regularly. This helps staff to develop their skills and knowledge. Unfortunately, further support is necessary for some staff in regard to behaviour management and in supporting the learning and development of children with SEND.

Safeguarding

The arrangements for safeguarding are effective.Leaders ensure that staff are robustly vetted for their role. This helps to ensure that staff employed are suitable.

All staff hold valid paediatric first-aid certificates and know how to respond in the event of an accident or emergency. Leaders and staff are aware of their responsibilities to safeguard children. They have a suitable understanding of the signs and symptoms that could indicate a child is at risk of harm and know how to report their concerns.

Staff keep their child protection and safeguarding knowledge up to date through accessing regular training and refreshers. The nursery is clean, safe and secure for children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve behaviour management strategies, with particular regard to the pre-school room, and ensure all staff implement them consistently to support all children's management of their emotions and understanding of the expectations for acceptable behaviour 23/08/2023 improve the support for children with SEND, to enable them to access the curriculum more effectively and to raise their progress to a higher level.

23/08/2023

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