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About Mead Open Farm Day Nursery and Activity Day Camp
What is it like to attend this early years setting?
The provision is good
Children are happy and secure and make good progress at this setting. They enjoy being greeted at the gate by a staff member from their own room and quickly settle. Children are gaining a good understanding of their emotions.
They recognise how they are feeling and also understand how to recognise emotions in others. They are kind and caring. For example, they notice when their friends are upset and find their favourite toys for them.
They talk about the 'ingredients' and how to 'thicken the mixture'. Children are learning to manage their behaviour. They discuss minor disagreements and negotiate taking fair turns.
Staff are observant and support children in this, whenever needed. Children enjoy many opportunities that support the development of their physical skills. For instance, they help build an obstacle course and concentrate as they climb, balance and jump off crates.
What does the early years setting do well and what does it need to do better?
Managers are thorough and honest in their evaluation of practice. They acknowledge strengths, recognise weaker areas and support staff well in developing their practice. Staff well-being is very well considered.
Staff complete training that helps them to support their colleagues. This creates a positive environment, where staff report that they feel valued.The manager uses practical procedures to monitor children's progress and ensure that no child falls behind in their learning.
She deploys staff well, so that children are safe and their needs are met. Additional funding is used effectively to offer children further opportunities and support their development.Staff know children well and understand what they need to learn next.
They offer children opportunities that increase their knowledge and support their ability to learn successfully. For example, children enjoy exciting outdoor play opportunities. They show a mature understanding of how to nurture living things, such as animals, plants and seeds.
Children with special educational needs and/or disabilities make good progress. Staff quickly recognise when children need additional support. They tailor this support well and ensure that all children can participate meaningfully in play opportunities.
Staff interact well with children. For example, staff members support young children to understand how to gently groom a pony on the farm. The children learn new vocabulary and staff check that they understand this.
Children eagerly exclaim 'It's Teddy the pony!' and use words, such as 'bigger, smaller' and 'Shetland pony'.Parents speak highly of the nursery. They report that communication is good and they feel supported in understanding their children's learning and extending this.
Staff have effective procedures to work with other childcare settings that children attend. This helps to ensure that children's care is consistent and their development promoted.Children have easy access to books.
They show their growing enjoyment of these. They snuggle up in an outdoor den to look at books or listen intently as staff members read with them.Staff are clear about the intention of activities.
They, generally, support children well, so that their development is promoted. For example, staff use sensory play as a way of helping children to develop their language skills. Younger children explore the taste of oranges and lemons and smell lavender.
However, on occasion, staff do not challenge children sufficiently and encourage them to think critically and solve problems.Staff, generally, offer children support in developing their independence and their understanding of safety and healthy practices. For example, children assess the risks and understand their limitations as they climb on outdoor equipment.
However, on occasion, staff do not reinforce children's understanding and also do things for children that they could do themselves, such as putting on their coats when they have already learned this skill. This sometimes confuses children and does not promote their independence to the optimum.
The arrangements for safeguarding are effective.
Staff complete regular training to keep their knowledge of safeguarding up to date. They understand how to recognise signs that may indicate concerns about a child's welfare. This includes wider issues, such as exposure to extreme views and behaviours.
Staff are aware of how to report any concerns in a timely way to the correct professional. Managers ensure that correct staffing ratios are always maintained and that all required documentation is in place, further promoting children's welfare.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: support staff to further extend children's play, for example, through challenging children and encouraging them to think critically and solve problems as they encounter them support staff to understand and follow the setting's agreed approaches to promoting children's independence.