Smisby Day Nursery

Highlights from Latest Inspection

Summary of key findings for parents

This provision is good • The provider, officer in charge and her deputy have established effective systems to manage the nursery. They evaluate the quality of their provision successfully and take account of the views of parents, staff and children to identify further developments.

For example, they have introduced more effective systems to observe, assess and report on children's learning and development. Parents comment positively about the extent of online information, which now helps them to closely follow their children's progress. • Staff are well qualified and use their knowledge and skills well to help children reach their expected learning and development milestones.
...>
Babies make particularly good progress in their personal, social and emotional development. • Staff encourage children to learn about and consider the views of others. They remind children to be polite and say 'please' and 'thank you'.

Following lunch, pre-school children invite the nursery cook into their room to show their appreciation and tell her how much they enjoyed their meals. • Children develop good levels of independence and self-care skills. Younger children put their sun hats on before going outside.

Older children independently visit the toilet and serve and clear their food at lunchtime. • Staff provide activities and resources that support children's early writing skills well. Babies delight in using their hands and other resources to make lines and patterns in a flour and water mix.

Younger children are fascinated by the marks they can make with balls after they roll them in water. Staff skilfully extend this opportunity and introduce large brushes. Children use these to 'paint' triangles and circles outside.

• The organisation of group times in the pre-school room does not take full account of children's individual needs and interests. This means that occasionally some children are not fully engaged in learning and disrupt the learning of others. • At times, staff working with older children do not recognise when to intervene and provide more purpose and challenge as they play.