Queen Elizabeth’s Nursery School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders clearly understand what they want babies and children to learn through their intended curriculum. Leaders have ensured that staff understand the importance of children hearing lots of words to support the development of their communication and language skills.

Staff sing songs, read stories and provide a narrative for children as they play and interact with them. However, the delivery of the curriculum for communication and language is inconsistent. Some interactions in the baby room and 'Cygnet' room are weak.

This means that not all children are developing their communication and language skills as well as they ...could. Staff in the baby room do not always follow the procedures for the safe and comfortable sleep of babies. The implementation of the curriculum in other areas is more successful.

For example, staff provide many opportunities for children to develop their personal, social, emotional and physical skills. All children, including those who are very new to the nursery, are happy and settled. Staff are good role models and have high expectations for children's behaviour.

As a result, children are keen to learn and are polite and helpful to the staff and their peers. Leaders ensure that the way they organise their provision for funded children allows them to attend flexibly and receive their full entitlement. This further supports children's progress.

Staff working with older children understand the importance of children developing the skills they need to be ready for school. Therefore, staff challenge children to fasten their coats and shoes, serve food and pour their drinks.

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

Leaders carry out regular observations of staff practice and provide some relevant training.

However, not all staff demonstrate that they have the skills to implement all aspects of the curriculum, or the nursery's policies and procedures, consistently well. That said, supporting staff's well-being is given high priority by leaders. As such, all staff report they are very happy in their work.

Staff do not always implement the setting's procedure for safe sleep. For example, at the inspection, staff placed older babies in low-level rocking chairs to fall asleep. This does not meet their safety or comfort needs.

This was immediately addressed at the inspection, and, as such, the risk was minimised.The delivery of the curriculum for communication and language is not implemented well enough throughout the nursery. For example, staff in the baby room fail to notice and remove distractions such as noise from the radio.

As a result, babies are unable to hear and repeat words. Furthermore, staff do not encourage babies and toddlers to remove their dummies when they talk to them. This further hinders children's speaking skills.

Staff working in the 'Cygnet' room do not always use the correct pronunciation of words. In addition, they do not deliver phonic sessions in a way that excites children and enhances their current learning. This means that some children lose interest in the session and are not fully supported to develop their speaking or listening skills.

Staff working with pre-school children are more skilled in the delivery of the curriculum. For example, staff engage in highly effective circle time and phonic activities with the children. Staff skilfully question children and introduce them to new words, such as 'shin' and 'femur' as they dance and sing a song about body parts.

Children display positive attitudes towards learning. They arrive ready to start their day and excitedly engage in the range of activities on offer for them. Staff's constant praise and encouragement motivate children to have a go and try new things.

Children eagerly join in and play cooperatively with their friends.Staff support children to understand the importance of leading a healthy lifestyle. Children are provided with highly nutritious meals and snacks.

They access the outdoors every day and staff encourage them to practise and refine their large and small physical skills. In addition, children undertake activities such as swimming and are taken by staff on walks and visits within the local area. These help children to gain an understanding of their wider community and develop their confidence away from the setting.

Partnership working is a strength of the setting. Leaders and staff work hard to build relationships with parents in order to engage them in the setting and their child's learning and development. Regular newsletters and updates via the online app ensure key information is shared and achievements are celebrated.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff have attended safeguarding and child protection training. They have a thorough understanding of their roles and responsibilities to ensure children remain safe and their well-being is protected.

Staff know what they need to do should they have a concern about a colleague they work with. The nursery is safe and secure and the procedures for recruitment and vetting are robust. When needed, staff diligently work in partnership with other professionals.

This further ensures children's safety and well-being.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date support staff to always implement safe sleep procedures 03/11/2023 improve the the curriculum for communication and language in the baby room and 'Cygnet' room.30/11/2023 To further improve the quality of the early years provision, the provider should: strengthen the current arrangements for staff coaching and supervision to help raise the quality of practice to consistently high levels across the team.

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