Petit Pembrokes Children’s Daycare Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive eager to start their day at the nursery. They quickly settle and start their learning. Babies eagerly help staff make cornflour gloop.

They learn what happens when water is mixed with the cornflour, and the effect of pushing cars through and the marks that are left. This helps to support children's emerging physical development and learning to play alongside others. Toddlers enjoy exploring water play.

They learn new words from staff as they play, such as 'splash' and 'swim', as well as mathematical terms, such as 'bigger than' and 'smaller than'. This supports children's newly found language skills.Pre...-schoolers learn letter sounds helping them sound out their names as they practise mark making.

Children concentrate hard as they recall what they have been taught, sounding out the letters to spell their names. All children are highly confident and play well with each other. All ages enjoy different story times with staff.

Children snuggle up as staff read to them, changing their intonation, helping children to develop their imagination and literacy skills. Older children excitedly talk about how much fun they have at the nursery, and they like the staff who care for them.

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

Leaders have a clear understanding of the impact lockdowns have had on children's learning.

Staff plan and implement effective activities to help narrow gaps in children's learning and development. Children make good progress given their starting points.Staff working with the younger children are not consistent in using positive language during play.

They have not been taught the importance of using positive language to support children's learning further.Parents state how happy they are with the care staff provide for children. They feel children thrive in the care of the staff.

They use the information staff share to help them support their children at home. Overall, they are extremely happy with the level of care children receive.At times, younger children are not challenged enough.

During free play, staff ask children not to move resources between play areas. This does not always help children to develop their imagination.Children with special educational needs and/or disabilities are supported well.

Staff have a clear understanding of targets to work towards helping children to meet these. They work closely with parents, sharing information with regards to progress being made. Given the children's starting points, they are making good progress with their learning and development.

Staff are fully aware of the impact COVID-19 pandemic has had on the children's learning and development. Well thought out activities help support children's personal and social development, helping them to narrow the gaps children have developed.Leaders work closely with staff to ensure their well-being is taken into account.

Leaders make sure staff are not overworked. They work together to assess planning and children's assessments to make sure paperwork does not take away their time with the children.Staff are consistent in their approach to behaviour management.

Staff teach older children the importance of giving each other space and listen to their peers' views. Children behave well.There is an effective key-person system in place.

As children settle into the nursery, staff see who children bond with and assign the key person to the children. This enables staff to get the best out of the children. Staff support children in trying new activities helping to extend their confidence.

Staff work closely with local schools. Schools share with the staff school readiness targets. This is used effectively when planning next steps to prepare children for their move to school.

This helps to provide good continuity of care for children.

Safeguarding

The arrangements for safeguarding are effective.Staff have a clear understanding of safeguarding and child protection.

Staff have recently been retrained on mealtimes for children under the age of one, making sure food is suitable and safe. They are alert to signs and symptoms of abuse and neglect. They understand contextual safeguarding and concerns within the local area they need to be alert too.

Leaders are alert to changes to parents and staff circumstances and support them in getting extra help. This helps to keep children safe from harm and neglect.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: teach staff the importance of using positive language with younger children to better support children's learning support staff to understand how to provide more challenge to younger children during free play.