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The School House, Minsterley, Shrewsbury, Shropshire, SY5 0BE
Childcare on Non-Domestic Premises, Full day care
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is good
Children have fun at the nursery. They comment that they like playing tea parties as they make 'tea' for the adults to drink. Staff have a nurturing and caring attitude towards children.
This helps children to start to feel comfortable with them as they try to settle into nursery life. Older children have built positive relationships together. This is demonstrated as they work together to achieve a common goal, for example as they carry a pot of 'heavy' water to the sand tray.
Children seek out staff when they are in need of support, such as when they hurt themselves during play. Staff respond well to the children. The...y provide lots of cuddles and reassurance to them.
Children eagerly observe cause and effect as they place balls onto ramps and watch them roll off. Staff support children to develop their critical thinking skills. For example, they ask them open-ended questions such as 'What can we do now?' and 'What is happening?' Older children test out and share their ideas as they try to solve the problem.
Children make good progress in their learning from their starting points and behave very well. This is because staff are consistent in their approach to managing children's behaviour. They support children to understand how their actions may make others feel.
What does the early years setting do well and what does it need to do better?
Leaders have taken action to address the concerns raised in previous inspections. They have reflected well and successfully improved the overall quality of the setting. Leaders now have a good overview of the setting and have identified further areas for improvement as they continue on their journey ahead.
Leaders are passionate about ensuring that children leave their setting with the skills they need to be ready for their next stage of learning.Leaders hold regular supervision meetings with staff and use these to support them to continually improve their practice. Staff speak positively about the leaders.
Leaders provide staff with access to training that they can use to continue to develop professionally. Staff reflect well on any training they complete and use this to enhance children's experiences at the nursery.The curriculum covers all areas of learning.
Leaders focus on supporting children's well-being and communication and language skills. Staff give children space and time to think about their responses as they ask them questions. Older children communicate well.
Children are given lots of opportunities to build on their independence, for example as they serve and tidy away their own dinner after lunchtime.Staff plan a wide range of activities, both indoors and outdoors, that build on children's experiences. Staff generally interact well with the children as they play.
However, on occasion, staff do not adapt their teaching during activities as well as possible. This specifically relates to interactions and engagement with the youngest children. As a result, these children do not always participate fully or enthusiastically to help them become highly motivated learners.
Staff gain an understanding of children's starting points from parents. They also complete their own assessments and observations to find out what children already know and can do. Staff use this information to plan next steps for the children to achieve.
They consistently monitor children's progress and set new targets accordingly. Staff make referrals and seek advice from other professionals in a timely manner to ensure that children receive the support they require early enough. Any funding received is used to support each child's individual needs.
Leaders think carefully about how they support children to learn about themselves and others. They select resources with a clear purpose to ensure that children feel represented in the nursery. Staff continue to teach children about their similarities and differences as they celebrate different events and festivals throughout the year.
Consequently, children are very respectful towards their peers.Parents comment that their children go into nursery with a smile. Staff share 'wow' moments with parents as they celebrate the children's achievements.
However, staff do not ensure that parents are fully informed about how they can continue their child's learning at home.Staff support children to live healthy lifestyles. They provide lots of opportunities for children to be physically active while also encouraging 'rest' periods.
Staff have regular discussions with the children about the importance of brushing their teeth and washing their hands to keep clean. Children are also provided with a range of balanced meals.
The arrangements for safeguarding are effective.
Leaders now have a full understanding of their roles and legal responsibilities to ensure that children are kept safe from harm. They have drastically improved their knowledge of the correct reporting procedures to follow if they are concerned about the welfare of a child. Staff recognise signs and symptoms of abuse, such as domestic violence, county lines and the 'Prevent' duty.
Leaders take care to check that staff are, and remain, suitable to work with children. They also have improved their knowledge of what is reportable to Ofsted. This includes any changes to their association.
Staff complete risk assessments to ensure the environment is safe for children. They deploy themselves well to be able to monitor the children as they play.
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 fully consider how they adapt their teaching during activities, specifically when engaging the youngest children, so that all children become highly motivated to learn strengthen partnership with parents even further so they are fully able to contribute to their child's learning at home.
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