Enchanting Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff welcome children warmly into the setting. They talk with parents and reassure those children who are new to the setting. Children can choose to join in with activities straight away or have breakfast of toast or cereal at the start of the day.

Senior managers have a clear idea about the focus for the curriculum they have in place for children. They support key persons to plan for children's learning in ways that build on what children know and can do. Staff join in with children as they play and learn.

However, the implementation of the curriculum varies across the nursery and within the different age groups. Staff ...generally work well with the children when they are one to one or in small groups. Staff do not notice other children who wander about not playing or learning.

This means that staff are not able to promote all children's learning effectively. Some children are missing out on chances to build on what they know and can do. Staff offer reminders to children about the rules of the nursery.

However, these are inconsistent and sometimes contradictory, so children are unsure about what to do. Staff working with the toddlers shake bells to let children know it is time for lunch. Children go to sit at the table but are then told they need to wash their hands first.

Similarly, in pre-school, staff ask children to help put the toys away, but others tell children it is time for snack. As such, some children ignore staff and continue playing.

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

Staff show an interest in what children are doing and talk with them as they play.

They set up different activities to stimulate children's curiosity and interests. Pre-school children paint with brushes, pompoms and their hands on a sheet hung on the wall. They talk about making a rainbow and compare the size of their handprints.

However, at times, children do not benefit from high-quality interactions with staff. Staff do not notice when children lose interest and wander away.Younger children have fun as they choose what they want to play with.

Toddlers play with the baby dolls. They cuddle them and attempt to dress them with help from staff. Babies explore tray puzzles, lifting out the pieces and exclaiming in delight when they pick them up.

However, when the activity finishes or children move away, staff do not give clear explanations about what is happening next, to further develop children's understanding and learning.Children with special educational needs and/or disabilities and those who are learning to speak English as an additional language are well supported by their key persons. Staff ask parents about words in home languages to use alongside English to help children's communication.

The special educational needs coordinator and key persons quickly identify any extra support children may need. They talk with parents and other professionals to put support in place to ensure that children make good progress.Children learn about healthy lifestyles and practices.

Staff talk with children about staying safe when the weather is hot. They offer reminders for children to drink water to stop them being thirsty and help them put on sun cream before going outdoors. However, children receive mixed messages when there are changes to the routine.

For example, when toddlers are going for a nap after lunch, staff have not made sure they have enough sleep mats for those children needing a nap. Children become confused about whether they can play or need to rest.Children develop their physical skills as they run, jump, and ride on tricycles in the outdoor area.

They experiment with filling and emptying containers as they make sandcastles in the newly enclosed sand pit. Indoors, toddlers use hands and fingers to build with blocks or climb over soft play cushions. Babies explore colours and sounds as they experiment with paint and bang pretend tin pans on the table and floor.

Staff praise children's efforts, which encourages children to keep trying.Partnerships with parents are good. Parents comment on the strong bonds their children have with key persons and other staff.

They say that they receive lots of information about what their children do at nursery. They feel their children have made good progress in their learning and development.The manager monitors staff performance, supports their well-being and encourages their professional development.

She regularly observes staff's practice in the room and has frequent discussions to identify their individual training needs.

Safeguarding

The arrangements for safeguarding are effective.The manager has recently updated the safeguarding policy to ensure it reflects the current procedures for reporting concerns in line with the local safeguarding children partnership protocols.

She and staff complete safeguarding training regularly. Those staff tasked with lead roles for safeguarding share their knowledge and expertise with others to ensure that any concerns about the welfare of children or allegations about staff are handled correctly. Staff know the possible signs of abuse and the procedures to follow should they be worried that a child may be at risk of harm.

The manager regularly reviews risk assessments to keep children and staff safe. She has good systems in place for recruiting staff and ensuring their ongoing suitability to work with 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 the delivery of the curriculum to ensure that staff motivate and engage children in meaningful learning to help children build their skills and knowledge 29/09/2023 improve the quality of communications and interactions between staff and children to make sure staff are consistently supporting children's development and helping children to understand what is happening next.

29/09/2023