Jitterbugz Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The manager has taken steps to improve the nursery since the previous inspection. However, the curriculum is still not fully embedded. Staff provide inviting experiences planned around children's individual needs.

However, some staff over complicate activities by trying to cover too many learning outcomes. This leads to confusion for the children, and their individual learning needs not being met. Staff interactions with children are not of a good quality.

They overwhelm children with too much questioning in quick succession, which is not well thought out or focused on the learning aims. This hinders children from being a...ble to process what is being said to them. Consequently, this has a negative impact on children's attitudes to learning as, generally, they become disengaged.

Despite this, staff provide children with a warm and welcoming atmosphere. As a result, children enter the setting happy and settle quickly. Staff are developing the daily routine and rules for the children to provide them with consistency.

This helps children to feel emotionally secure, as they are aware of what is happening. In addition, children are developing an understanding of managing their own behaviour as they build their understanding of what is expected of them.

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

The quality of education is not consistently good.

Since the last inspection, the manager has reflected and made improvements to the systems for targeting children's individual needs. She has a curriculum intent in place. However, this is not consistently implemented by staff.

At times, through interactions with the children, staff introduce too many different concepts. This results in the learning intentions becoming lost. Children become overwhelmed and quickly lose engagement in the activity.

The curriculum for communication and language is not fully embedded. Singing can be heard in abundance throughout the nursery. Staff support younger children to extend their vocabulary by using simple, repetitive language.

However, staff who work with the older children do not allow enough time for children to respond to questions. They are too quick to fill silences. This leads to one-sided conversations, which limits children from developing their language skills.

Additionally, some staff do not always encourage children's critical thinking skills by using thought-provoking questions. Children are not consistently benefiting from high-quality interactions.The manager has placed a stronger emphasis on improving staff's knowledge and understanding.

Staff have undergone specific training to meet the needs of children under the age of two. This has had a positive impact. For example, staff now plan and implement ambitious but achievable learning goals for babies.

However, some staff do not receive precise enough targets to improve the quality of their practice to a consistently good level. Consequently, the quality of education varies, resulting in children not making the best possible progress.Children's physical development and well-being are well supported.

They have a range of opportunities to develop their physical skills and develop their muscles. Babies explore dried oats, mastering their hand grasp. Older children get plenty of fresh air and develop their large muscles through regular walks to the local parks.

Children are progressing well in their physical development.Staff have devised a new routine throughout the nursery. Familiar pieces of music or jingling bells are used to tell children that there is a change to the routine.

This helps children begin to regulate their behaviour, as they know what is happening and what is coming next.Staff support children with special educational needs and/or disabilities (SEND). The special educational needs coordinators (SENCos) work closely with outside agencies to gain additional support for children.

Targeted plans are regularly updated and shared with parents. This promotes consistency, both at home and within the nursery, to help children progress.Partnerships with parents are strong.

Staff obtain detailed information from parents about the children before they start at the nursery. As a result, children settle quickly. Staff work closely with parents to meet the individual needs of children.

For example, staff share specific information with parents to help identify children's food intolerances. Children's care needs are well met.

Safeguarding

The arrangements for safeguarding are effective.

The manager has addressed the actions raised at the last inspection. Changes have been made to ensure the children are kept safe, particularly with regard to ensuring that staff understand child protection policies and procedures. Further consideration has been given to staff deployment.

The manager now deploys staff effectively so that there is always a paediatric first-aid trained member of staff available for all children who attend. These changes help to minimise the risk of harm to the children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the implementation of activities to help staff stay focused on the learning intentions and keep children engaged in their learning develop staff interactions with children so they are consistently effective in supporting children's learning and development nimprove professional development for staff to precisely target coaching and mentoring to help achieve better outcomes for children.