Corams Fields Community Nursery and Corams Field Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children settle happily when they arrive at the setting. They are welcomed warmly by all staff, which gives them a sense of belonging. Staff take time in the morning to speak to all parents, this makes the move between home and the setting easy for children.

Children demonstrate that they feel safe and secure. They form positive relationships with one another and the staff present. Children eagerly explore the activities and resources set up for their play and, overall, enjoy their time at the setting.

Staff spend time with children as they play. They support some aspects of their learning well.Leaders have a clear vision... for the curriculum.

However, there are weaknesses in how staff plan and implement the curriculum, particularly in communication and language. There are some inconsistencies in how staff interact with children and help them to make good progress in their learning. In addition, there are times when staff do not think about how routine activities, such as snack time, impact on children's ability to concentrate and engage fully in their learning.

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

Leaders have regular discussions with staff about their well-being. They monitor staff and complete supervision meetings with them. However, these are not precise enough in identifying specific targets to help enhance their practice and teaching to consistently good levels.

The quality of interactions that staff provide is varied. During small-group activities, staff interact with children well, engaging them in conversations. However, staff do not use large-group activities effectively enough to provide consistent and high-quality support for children's language and communication skills.

This includes children who speak English as an additional language and children from disadvantaged backgrounds. For example, staff do not interact with children who find it difficult to access activities, such as circle time. Children are left on their own to wander, rather than being supported and encouraged to join in.

Staff do not fully consider how routines, such as snack time, are implemented in the setting. For example, at times, staff serve food to children while they are taking part in a reading session. This leads to children becoming distracted and disengaged from their learning.

Every child has a key person allocated. They use timely assessments and observations to plan for children's next steps in learning. However, key staff do not always share specific information with each other, including bank staff, to ensure continuity in children's learning in case of their absence.

For example, staff are not aware of some children's skills, including their home language. This means that children's learning is not always supported and extended as much as possible.Staff do not always help children to understand the clear boundaries and expectations of the setting.

They do not consistently help children understand unwanted behaviours and the effect these have on others. For example, staff allow children to ride their bicycles in areas of the playground where others are engaged in a group physical activity. This leads to children bumping into one another and impacts on their learning.

Nutritious fresh food is available for all children daily from the nursery kitchen. Staff are aware of the risk of choking and sit with the children as they eat. Robust procedures are in place to ensure that children with allergies or dietary requirements only receive food that they should.

Staff use mealtimes to build children's awareness of healthy food.Staff do not fully promote children's physical well-being as they do not consistently implement robust hygiene procedures. For example, young children are allowed to eat their snack while sitting on the carpet, without washing their hands.

Also, at times, staff do not notice when children pick up and eat fruit that has been dropped on the carpet.Children play outside daily. They enjoy group games together and water activities.

Staff provide opportunities for children to practise their small-physical and mark-making skills. Children join in with painting and drawing, as well as gluing and sticking activities with eagerness.Parents' comments are very positive.

They appreciate the care and attention their children receive. Overall, they feel well informed about their children's learning.

Safeguarding

The arrangements for safeguarding are effective.

Staff have suitable knowledge of the possible signs and indicators that may suggest a child is at risk of harm. This includes those who may be at potential risk of radicalisation. Staff know what procedure to follow if they have concerns.

Leaders make sure that safer recruitment checks are conducted to ensure the ongoing suitability of staff working with children. The setting is secure, and children are well supervised. Risk assessments are in place to ensure that all areas of the setting, including the garden, are secure.

This helps to keep children safe.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date provide relevant coaching, support and training to improve the implementation of the curriculum to ensure that staff deliver learning experiences which are purposeful and support children's ongoing development 21/07/2023 improve behaviour management strategies so that staff have a consistent approach and help children to play safely and share space more successfully 21/07/2023 ensure that staff strictly adhere to the setting's hygiene procedure, to prevent the spread of infection and contamination.21/07/2023 To further improve the quality of the early years provision, the provider should: nimprove quality of staff interactions with children to fully support children's communication and language development nensure that key staff share information with one another and with bank staff, when applicable, so that they all can support children's learning more effectively, during a key person's absence nensure that routines of the day do not impact on children's continued engagement in purposeful play and learning.