Mini Learners Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children behave well and are kind and considerate to each other.

Older children learn to play safely alongside toddlers. For instance, they ride wheeled toys outside and considerately slow down when they approach toddlers who have recently started walking. Children are happy and settled in the nursery.

Staff affectionately meet children's needs and have high expectations for them. Children form strong bonds with their key person, as well as the wider staff team.Children learn through carefully planned activities that are suited to their age and stage of development.

Younger children explore the water tray with... interest. They observe the older children and confidently play alongside them. They scoop and pour water with watering cans, which helps to support their muscle development and coordination skills.

Older children find foam letters in the water and confidently share their knowledge with staff.Children develop the ability to talk about their emotions and feelings. They enthusiastically participate in fun activities to support this learning.

For instance, children use spaghetti and cereal to create faces on laminated cards. Staff encourage them to talk about how they feel and children respond appropriately. For example, they tell staff that they feel happy because they are at nursery with their friends.

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

Parents are highly involved in children's learning. Managers take on board their feedback and implement changes effectively. For instance, they introduce online communication systems to keep parents better informed about their children's learning.

Parents are invited to join children for 'open mornings' and children proudly show them around the nursery. Staff share information and ideas for activities with parents. This helps them to build on their children's learning at home.

Children learn to take risks safely. Staff give them clear explanations as to why they need to be careful, for example when they play on outside equipment. Toddlers are keen to participate in risky play and staff support them appropriately.

Staff hold their hands as they climb up steps. They remind the children to watch what they are doing. This contributes towards children's high levels of concentration.

Staff build on children's vocabulary well. They talk to the youngest children about what they are doing as they play. This helps them to learn new words rapidly.

Older children broaden their vocabulary and learn about words that carry the same meaning. Staff model this language in the correct context. For instance, they use the words 'enormous' and 'massive' as children talk about the big leaves they see.

Staff work closely with parents to help children understand how they can help others who are less fortunate than themselves. Managers encourage parents to choose charities to support. Staff speak to children in appropriate ways about what they are raising money for.

Parents build on this at home. For instance, they talk to children about why they are donating toys they no longer play with.Staff know the children well.

They use children's interests to help keep them focused and motivated as they play. Staff follow children's ideas and skilfully extend their existing learning. For example, children count their steps as they negotiate a wooden bridge that they have built outside.

Staff challenge them to count past the numbers they know, supporting them and praising them as they do so.Staff feel well supported in relation to managing their workload. Managers meet regularly with staff to discuss their practice.

They recognise that staff are keen to complete training and enhance their teaching. However, managers do not support staff effectively enough to build on their professional knowledge.Children learn about the cultural beliefs of their friends at the nursery.

They attend special services at the on-site synagogue, where they learn about celebrations such as Passover. However, children are not yet provided with enough opportunities to explore the wider community, such as nearby shops and the local library.

Safeguarding

The arrangements for safeguarding are effective.

Staff confidently identify the possible signs of abuse and know the process to follow to raise any concerns they may have regarding children's welfare. They are aware of wider safeguarding issues, such as identifying children who may be at risk of exposure to extreme views and behaviour. Managers support staff to be able to access safeguarding information quickly.

For instance, staff have safeguarding information and relevant contact numbers attached to the clipboards they use on a daily basis. This helps them to raise any concerns in a timely manner.

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 access relevant professional development opportunities so that they can enhance their teaching and professional knowledge even further develop opportunities for children to broaden their knowledge and experiences of the wider community around them.