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What is it like to attend this early years setting?
The provision is good
The nursery offers a safe and homely environment for children.
Staff know each of the children extremely well and continually provide for their individual needs. The key-person system is used effectively and means babies and older children develop very strong attachments with familiar staff and feel very emotionally secure. They demonstrate this in how they are quickly settled, comforted and reassured by staff they know well.
Children are kept safe in the setting. Staff supervise them closely and remind them about simple rules, such as 'walking feet inside', which children consistently follow.Staff work well together a...s a strong team, under the clear direction of the nursery manager.
She monitors practice closely and demonstrates a strong commitment towards providing high-quality care, an aspiration also shared by the nursery owner. All staff are fully committed to providing an interesting, stimulating range of learning experiences, both inside and outside. They plan activities carefully to make sure every child achieves well and is suitably challenged in their learning.
Children are kind and caring towards each other and their behaviour is good. They resolve any minor issues effectively and show respect for others. This results in a very happy, relaxed and busy atmosphere within the nursery.
What does the early years setting do well and what does it need to do better?
Children are highly motivated to learn. They show interest and curiosity for all activities and thoroughly enjoy the close attention they receive from staff. Children's achievements are widely celebrated, and this helps build children's self-confidence.
For example, children delight in displaying their artwork on the wall and sharing the models they have made on the 'masterpiece shelf'.Overall, teaching is good. Staff know each of the children especially well and plan activities which build on children's interests and challenge them in their learning.
However, occasionally staff do not extend children's language skills as fully as possible. For example, in a few activities, the type and range of questions staff ask is limited and does not encourage children to engage in deeper conversation.Children with special educational needs and/or disabilities make particularly good progress.
Staff work closely with parents and any other agencies involved to focus teaching on specific areas. This means children get the strong support they need through a consistent process of assessment.The manager demonstrates a wealth of ideas and works closely with her team to continually develop the nursery.
For example, staff noted that increasing the range of natural resources children use in their play significantly developed their interest and concentration levels.Children play well together and form close friendships. They learn to share and take turns as they play games in small groups and understand simple rules.
Generally, children develop good levels of independence. For example, babies are encouraged to feed themselves at lunchtime and they show increasing confidence in doing this. Staff try to encourage older children to be independent at lunchtime too, by serving their own foods.
However, the tools they provide are difficult for children to manage as they are too big for them to handle easily.Parents are very happy with the level of care provided for their children. One parent described the staff as 'amazing'.
Another said, 'I would not change a thing.' Staff fully involve parents in their children's learning, especially those who need some extra support. Careful strategies and ideas are agreed between key staff and parents to make sure children's development is very clearly planned for.
The curriculum is planned well to enrich children's learning. Extra activities, such as sports, are offered and taught by specialist teachers. Children thoroughly enjoy these sessions and eagerly anticipate what games they might be playing.
They show interest and enthusiasm for all aspects of learning and benefit from staff who know them well and are dedicated to meeting all their needs.Children are encouraged to share their views and contribute their ideas. This shows that staff value their opinions and encourage children to have good self-confidence.
These attributes help children become ready for managing change within the nursery and for starting school.Staff feel fully supported by managers and confirm how much help they receive, especially those who are completing training. Regular individual meetings help staff to reflect on their practice and identify further development opportunities to help them improve.
This means staff knowledge keeps up to date and staff are proactive in finding training courses they know will help their practice to improve further.
The arrangements for safeguarding are effective.Children's safety is given the highest priority.
Staff deployment means children are fully supervised at all times, both inside and outside. Security arrangements are good and unauthorised visitors are prevented from entering the nursery. Staff have a good understanding of their duty to protect children and report any concerns they may have about children's well-being.
They keep children safe at all times, especially when enjoying walks and outings within the local area as risk assessments are thorough and staff are vigilant. Robust recruitment procedures mean that all new staff are thoroughly vetted before they work with children, to ensure they are suitable.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: nimprove teaching further to make sure staff always ask appropriate questions to challenge children's learning and help them to develop a wider range of vocabulary review the organisation of lunchtime to provide older children with more opportunities to be independent.