Peter Pan Nursery Gobowen

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children and babies are happy, settled and enjoy the opportunities to play with their friends. They form close bonds with the staff, who are kind and nurturing.

Children gain some knowledge and skills that prepare them for school and the next stage of their learning. However, there are some inconsistencies in the quality of the education that the children receive, which hinders the progress that they can make.This said, children benefit from opportunities to be physically active, indoors and outdoors.

They all access the well-resourced outdoor areas. Younger children enjoy visits around the hospital grounds and the opport...unities to run in a large open space. Babies build the confidence to crawl up and down a low-level cushioned ramp.

Toddlers learn to climb a short flight of steps and then travel down a slide. Older children use climbing ropes and know how to transfer their body weight to use a swing.Staff help children to understand the rules and boundaries.

They provide clear instructions and gentle reminders for children when needed. Children behave well and quickly adjust their behaviour, such as at times when they become over excited. Older children cooperate well and work together on shared projects, such as building a tower or filling a bucket with water.

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

Leaders have not reflected well enough on the quality of the service they provide. Although they monitor the quality of teaching, this has not helped them to identify and address weaker areas of staff practice.Staff receive regular supervision and training.

Recent training has supported them in using effective strategies to support children to manage their feelings and behaviour. However, the support that leaders provide to staff has not been targeted well enough to ensure that all staff received the guidance they need to improve their teaching skills.The manager has developed a curriculum that is well sequenced and designed to help children to build on what they know and can do.

However, she has not identified that some staff do not use the curriculum to help them to deliver age-appropriate learning experiences to the children in the baby and two-year-old rooms. Although children generally enjoy the activities and are well motivated, some teaching is not matched effectively to children's learning needs, which hinders the progress they make.The manager and staff monitor children's progress.

This includes completing the progress check for children aged two and identifying children with special educational needs and/or disabilities (SEND). However, staff do not consistently use their observations of children's achievements to identify what they need to learn to progress their knowledge and skills further. This means that children are not supported well enough to achieve their full potential.

This said, the special educational needs coordinator demonstrates secure knowledge of her role. She has effective arrangements in place to ensure that timely referrals are made to ensure that children with SEND receive targeted support from outside agencies. In addition, she supports staff to implement an intervention programme for the older children to support those who have speech and language delay.

Children in the two- to three-year-old room benefit from a better quality of teaching. Staff support their listening skills well and children experiment with sounds they can make with musical instruments, such as adjusting the volume from loud to quiet. Staff follow children's play interests well and help them to develop their thinking skills.

For example, children decide what they will need for a tea party. Children decide they will need food and should set everything up on the floor.Parent partnership working is effective.

Parents value the regular updates that staff provide through daily discussions, summary reports and daily updates. Parents speak positively about the service provided.Staff supervise children well as they play and meet their care routines.

Staff are flexible with daily routines to accommodate the individual needs of babies and children, such as ensuring they can sleep when they need to.Staff support children's health well. This includes following effective hygiene routines at mealtimes and during nappy changing.

Children learn about the importance of regular handwashing. They enjoy nutritious meals, snacks and healthy drinks.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all the required measures are in place to keep children safe. Staff complete regular checks to identify and minimise hazards to children. They are vigilant about keeping doors and gates secure.

Staff know how to minimise risks to children who are sleeping and supervise children well. Leaders and staff understand signs and symptoms that may indicate a child is at risk of harm and neglect. They know how to report any concerns to the local safeguarding partnership.

Leaders implement effective policies for managing the electronic devices that staff use in the setting to log information about children. They take all the required action for managing allegations about staff and checking staff's suitability to work with children.

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 the monitoring of staff practice and provide them with effective coaching, training and support to raise the quality of teaching to a consistently good level 11/08/2023 support staff to understand and implement the curriculum, so they have consistently ambitious and realistic expectations for all children 11/08/2023 support staff to improve the use of their observations of children's play to plan purposeful learning experiences that match their stage of development and help children to build on their existing knowledge and skills.

11/08/2023