The Old Station Nursery - Stratford-upon-Avon

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children play in a safe and welcoming environment. They make good progress in accordance with what they already know and can do.

The bonds between children and staff are strong, and children are happy and settled. Children's emotional security is initially addressed well, for example, as a settling-in procedure is agreed with parents in accordance with their child's individual needs. Transition arrangements are good as babies progress through the nursery to the two-year-olds' room, and then on to the provider's pre-school nursery at the age of three.

Parents are kept well informed about their child's planned move.Child...ren behave well. Two-year-old children play together cooperatively and show signs of empathy, such as by offering a hug when one of their peers is upset.

Young children begin to understand that some things are shared and sometimes they must take turns. Children are praised for their efforts and achievements, which helps to boost their self-confidence and self-esteem.Children's good health is addressed well.

They eat healthy and nutritious food and enjoy activities outdoors every day. Mealtime routines are used effectively to help support children's independence, for example, through washing their hands before sitting at the table and through scraping away the remains of food when they have finished their meal.

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

Since the last inspection, significant improvements have been made.

A new manager has been appointed, and she has worked with an area manager to ensure that staff develop their child protection knowledge and are consistent in their management of behaviour.Staff use observations, assessment and information from parents to plan, so that children are challenged effectively to reach the next stage in their learning. Children make good progress in readiness for moving on to pre-school.

Parents are very happy with the provision. They comment positively on communication, their children's progress, approachable staff, the variety of activities and a varied menu.Staff caring for babies are alert to their individual wants and needs.

They interpret babies' non-verbal communication and the sounds that they make, while encouraging them to begin to say single words. Babies and young children enjoy singing, and staff recognise how this helps to support their language development. Signing is used effectively to supplement emerging speaking skills.

Staff model clear pronunciation and adopt good teaching strategies to help children progress to putting two words together and using short sentences. However, at times, staff do not make the most of opportunities to support children in extending their vocabulary while they play.Children and babies enjoy a wide range of activities that support sensory exploration and give them opportunities to make marks.

Staff inspire children to get involved in accordance with their interests, such as an interest in trains. Children manoeuvre trains through paint and notice the marks that they make with the wheels.Babies gain physical skills while climbing on an indoor unit and on soft-play blocks.

However, two-year-old children are not fully challenged to practise large-muscle movements, for example, through climbing, sliding and moving their bodies in different ways.Books are easily accessible for all children. Two-year-olds enjoy listening to a favourite story about a bear.

They join in with repeated refrains and anticipate what comes next.Children and babies develop good handling skills. Staff provide safe, small items, such as food, to help babies progress from grasping with their whole hand to using a thumb and two-finger grip.

Moulding dough and using cutters helps children to develop strength in their hands.The manager identifies the help provided by a representative of the local authority to review and improve staff's knowledge and skills. Records, policies and procedures required for safe and efficient management of the provision and to ensure that the needs of all children are met, are appropriately maintained and implemented.

Safeguarding

The arrangements for safeguarding are effective.The manager is the designated safeguarding lead and she keeps her safeguarding knowledge up to date. She has reviewed safeguarding procedures with staff, and all staff have completed training to update their child protection knowledge.

Staff are aware of the signs of abuse and neglect and know the local referral procedures to follow if they have a concern. They are aware of the duty to prevent children being drawn into situations that would cause them harm. The provider makes sure that the premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access.

Staff identify and successfully minimises potential risks, indoors and outdoors. Recruitment and selection procedures meet requirements.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build on current teaching practice for helping children to extend their vocabulary while they play provide a greater challenge to help two-year-old children practise and extend large-muscle movements.