Penrhyn Childcare Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children demonstrate that they feel secure and comfortable in the nursery's calm and supportive atmosphere.

Staff greet children warmly on their arrival. Settling-in procedures are effective. Children develop secure attachments with their key person.

This contributes to children's emotional development. Children have positive relationships with staff. They talk to staff about their interests and experiences throughout the day.

Staff use this information to plan an effective curriculum. Children are excited to explore the setting. They are motivated learners and enjoy playing with the range of activities provided....

Babies have good opportunities for sensory experiences. They hunt for pretend minibeasts hidden in sand and delight as the sand trickles through their fingers. Toddlers develop their balance as they navigate steps in the garden.

Older children use their imaginations and discuss how sea creatures survive in the ocean, during a water activity. Children are confident and show high levels of self-esteem. Children behave well and show respect to each other.

They talk to the inspector and share what they like about the setting. All children make good progress from their starting points in learning. They are well prepared for the next stage of their education.

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

The provider has not supplied all the necessary information about new charity trustees to Ofsted in a timely manner. This is a breach of requirements of the early years foundation stage. However, the trustees do not have unsupervised contact with children or have sole responsibility in making decisions that affect children's well-being.

The manager and the staff team have a clear intent for what they want children to learn, such as independence, how to communicate and early literacy skills. They suitably help children to develop their skills to prepare them for their future learning. For instance, staff read books and sing with children to help support their language and vocabulary development.

Leaders create a setting that is inclusive. Children are supported well, including children with special educational needs and/or disabilities. Leaders and staff work with parents and external agencies effectively, which helps to ensure that the best possible support is in place for all children.

Staff teach to good standards. They plan activities based on children's interests and developmental needs. These activities build on what children know and can do.

Staff present information clearly to children. However, they do not consistently challenge or promote older children's problem-solving skills to take their learning to the highest levels.Children enjoy mark making in a variety of ways.

Younger children create art using paper, brushes and a variety of paint colours. In the garden, older children use chalk to create pictures of their favourite teacher on the floor. As a result, children demonstrate good hand-to-eye coordination.

Food is freshly prepared on site by the nursery's cook. The leadership team has devised a nutritionally balanced menu that can easily accommodate children's allergies or dietary preferences. Mealtimes are calm, and children enjoy their meals and eat well.

Staff encourage children to be independent. Children manage a range of self-help skills, such as washing their hands. Children become aware of what makes them unique.

They learn about a range of celebrations and festivals, which broadens their experiences.Partnerships with parents are generally strong. They speak highly of the nursery and value staff's friendly approach.

However, not all parents are clear about what information they should expect from staff in the nursery. This means that parents do not always fully benefit from opportunities to extend their children's learning at home.Staff say that they enjoy working at the nursery and feel confident to speak to leaders if they have any concerns.

Leaders ensure that all staff have access to a comprehensive training programme, with a combination of mandatory training, such as around child protection, and opportunities for self-directed learning. Staff's satisfaction and a very stable team contribute to a positive learning environment for children.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have all completed safeguarding training. They have a secure understanding of how to protect children. Staff have a good knowledge of the possible signs and symptoms of abuse.

They know how to raise concerns about a child's welfare. Staff are aware of the whistle-blowing policy and what they would do if they were concerned about a colleague's behaviour. The manager implements robust recruitment procedures to ensure that all staff are suitable to work with children.

Staff carry out risk assessments to help to maintain a safe environment for children, indoors and outdoors.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date improve knowledge of the relevant information that Ofsted needs to be notified of so that suitability checks of new trustees can be completed in a timely way.17/05/2023 To further improve the quality of the early years provision, the provider should: support older children to develop their thinking and problem-solving skills to extend their learning strengthen communication with parents so that they receive clearer information about their children's learning and development.