Hunnitots Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff warmly greet the children as they arrive at the nursery.

Children show that they feel safe and secure with staff, separating from their parents with ease. Those who are new to the nursery are sensitively supported by their key person, who gives them additional time and attention to settle. Children form bonds with the staff, who are kind and caring and show a genuine interest in the children.

However, the nursery has been without effective leadership for several months. As a result, practice within the nursery has not been monitored effectively. Staff are expected to follow a specific approach to planning and delive...ring the early years curriculum.

They know to follow children's interests, but most staff are not trained or sufficiently confident in this approach.Overall, the learning environment and activities are accessible to all of the children. Staff get down to the children's level, play alongside or sit and read a story.

In the main, children are learning about how to behave, as staff talk about emotions, encourage them to be kind and to say please and thank you. However, routines in the pre-school room are not well planned. In addition, staff do not understand how to capture and sustain children's interest.

On a number of occasions, learning is interrupted. Some children run around, play roughly or flit between activities. Staff react, stopping what they are doing to remind children to behave but this approach does not help children to regulate their own behaviour, reintroduce them to play or support their learning.

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

The nursery has been without a designated childcare manager since March 2023. Until very recently, childcare management responsibilities have been shared by senior room leaders. This arrangement has not been working well.

There is no named deputy to take charge in the manager's absence. Staff have not received regular supervision or coaching. In addition there have been changes to the senior management, which is responsible for oversight of the nursery.

The provider is required to notify Ofsted of such changes but has failed to do so. In recent weeks, new interim management arrangements have been put in place. As a result, improvements have been, and are continuing to be, made.

Staff know the children well. Babies' and toddlers' individual care routines from home are acknowledged and followed. Their personal needs are sensitively met.

Babies are gently spoken to and soothed as they have their nappy changed. They are offered reassuring cuddles as they become tired and show they are ready for a nap. However, the transitions from mealtimes to rest time in the toddler room are not well organised and do not support children to gently settle to sleep in a calm environment.

Children eat balanced, nutritious meals, which are delivered ready to eat by an external provider. Children are appropriately supported at mealtimes and even the youngest ones are learning to be independent and how to use cutlery. Older children, once finished, are encouraged to clear their plates and cups away.

Children get to play outside in the fresh air, where they learn to pedal tricycles, balance on stilts and roll hoops. Further improvements are underway to provide non-mobile babies with better outdoor facilities.Staff place some focus on building children's communication skills.

They sing gentle lullabies as they change babies' nappies. Toddlers are encouraged to choose a favourite action rhyme, which they sing with staff. Staff in the pre-school provide commentary as children knead and roll play dough, introducing new words, such as volcano, which children decide to create.

Staff make effective use of observation and assessment to identify any gaps in children's development. The special educational needs coordinator ensures that children with special educational needs and/or disabilities are offered good support. She is swift to work in partnership with parents and other professionals, in order to help children reach their full potential.

Parents are eager to share positive feedback about the nursery. They receive regular updates via an online application and daily opportunities for a verbal catch up. Parents are happy with the care their children receive.

They comment on the good support they have had with aspects of parenting, such as potty training.

Safeguarding

The arrangements for safeguarding are effective.The current nursery management understand their responsibilities in keeping children safe from harm.

There are clear child protection policies in place, which include whistle-blowing procedures for staff. Designated staff take the lead in child protection concerns. Staff complete regular training to ensure their knowledge is current.

They are aware of the signs that may mean a child is at risk of harm or abuse. Staff know when, and how, to report concerns they have about a child in their care or about a colleague. Robust recruitment processes are in place.

Sufficient numbers of staff are trained to deliver first aid. Accidents are appropriately dealt with.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure staff have appropriate training, skills and knowledge to plan and deliver a rich and varied early years curriculum, to improve the experiences of children in the setting and the overall quality of the provision 13/12/2023 ensure that there are appropriate arrangements in place for the effective supervision of all staff 13/12/2023 ensure that there is a named designated deputy in place 13/12/2023 review and improve staffing arrangements, particularly during transition times in the toddler room, to ensure that staff spend quality time with the children and that children's individual needs are consistently met.

13/12/2023