Rise and Shine Day Nursery & Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at this warm and welcoming nursery happy and eager to start their day. They settle quickly and engage in activities set up and led by staff. Babies enjoy crawling and toddling around the safe baby room and outdoor areas as they explore and investigate through their senses.

They show that they feel secure and safe as they cuddle into the caring adults, listening to stories and receiving reassuring support when needed. Babies become confident to communicate as adults tune into their gestures and early talking. They quickly learn adults' and other children's names as these are reinforced naturally by staff.
.../>This helps children to build relationships and to develop valuable social skills. Older children benefit from good support for their communication and language skills too. They are very confident and friendly.

They boldly approach visitors to have meaningful conversations and include them in their play. Children enjoy mark-making activities, such as painting and creating their own sensory books. Children make use of the lending library and relish choosing books to take home.

Children are very well behaved as they share, collaborate and take turns during their play. Staff have high expectations for all children and are positive role models. They actively teach children to manage their feelings and behaviour.

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

Partnerships with parents are very strong. Parents speak positively about the care their children receive. They appreciate the opportunity to borrow books and resources to support their children with complex issues such as war and bereavement.

This helps to promote respect and care for others and helps children understand the world.Staff support children's physical well-being and development well. Children learn about their oral health and know what foods are good and bad for their teeth.

In the garden, babies build on their physical skills as they confidently explore their surroundings without adult support. Older children skilfully coordinate their movements as they climb, balance and ride their bikes with ease.Children take turns being the 'helper' and take great pride in showing their friends how to do new things, such as use the interactive whiteboard.

This helps children gain self-confidence and feel part of the nursery community. However, there are times when staff miss opportunities to teach children about the value of tidying and caring for the environment around them.Staff support children's understanding of the wider world effectively.

Children, including those who speak English as an additional language, know that their individual family culture is important and valued. Parents visit the nursery to tell stories or play musical instruments to share traditions children observe at home. This helps children to feel proud and have a sense of belonging.

Children learn valuable skills which will help their eventual move to school. Staff teach them mathematical words and concepts such as 'higher' and lower'. Children particularly enjoy activities where they programme toys to navigate around a track.

Not only do staff teach them technology skills, but they also use this as time to encourage turn taking and sharing ideas. Staff are precise when they praise children, so that they know what they are doing well. These experiences enable children to develop confidence and social skills and support their self-esteem.

Leaders and staff support children with special educational needs and/or disabilities very well. They adapt the curriculum, so that all children are included, using a flexible and caring approach. They identify early concerns and work with parents and external professionals to put an individual plan in place for children who need it.

This ensures that children receive targeted support to help them reach their full potential.The leadership team has high expectations for the nursery and describes an ambitious curriculum which is clearly implemented across the age groups. The systems to monitor the quality of teaching are developing well under the new manager.

However, at times, staff rely on leaders identifying what needs to be improved rather than recognising and sharing their own ideas.

Safeguarding

The arrangements for safeguarding are effective.All staff understand their responsibility to keep children safe.

They know who to contact if they have concerns about a child's welfare. Designated safeguarding leads know the correct procedures to follow if an allegation is made against staff. Staff share information with parents about the risks of using digital technology and social media.

This ensures that children are protected from the risk of harm. Risk assessments are effective. Children learn how to keep themselves safe.

For example, they follow safety rules and check the garden for hazards. Safer recruitment procedures ensure that staff are suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: progress the professional development of the team, so that staff are empowered to use their own initiative and to identify potential improvements which contribute to enhancing the teaching of the curriculum consider how staff can have a more consistent approach to teaching older children about how to care for the environment around them.