St Petroc’s School Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff provide a safe and secure environment for children.

Children form close attachments with kind staff. Pre-school children excitedly say 'hello' to one another when they arrive. Staff encourage children to develop a strong sense of belonging.

For example, they display photos of children's families, and children like to point out their different family members. Toddlers and pre-school children often share experiences about their home life with staff. This helps children to develop a sense of who they are and to explore what makes them unique.

There is a lack of an ambitious curriculum. Babies and toddlers do n...ot always make sufficient progress in their communication and language skills. Although staff attend training, they do not implement what they have learned in their communication and language training to help children progress further.

Leaders do not provide effective professional development for staff to provide high-quality experiences for babies and toddlers. At times, hygiene procedures are inconsistent and there is a risk of cross-contamination and the spread of infection in the baby and toddler room.Parents state that their children are very happy in the setting.

Parents of pre-school children enjoy receiving activity packs from staff to continue their child's learning at home. They comment that their children 'love to attend'.

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

Staff know how to promote pre-school children's personal, social and emotional development effectively.

They identify some children who need support in managing their emotions and teach them appropriate strategies to help them calm down, such as breathing exercises. Staff share a storybook about emotions to strengthen children's emotional development. Pre-school children successfully learn how to deal with disagreements and find solutions together.

Babies and toddlers do not make enough progress in their communication and language development. Although staff sing songs with the babies and toddlers, they do not always support them to develop their language skills, for example by introducing new words to extend their vocabulary. Staff often speak quickly to children and do not always get their attention when communicating, for example by making eye contact.

As a result, babies and toddlers do not always hear or understand what staff are saying.There is not an effective programme to improve staff's professional development in the baby and toddler room. Leaders do not ensure staff offer high-quality learning experiences for babies and toddlers.

For example, babies and toddlers often wander around and do not always show motivation to learn. They go from one activity to another and often play separately from each other.Pre-school children learn independence skills.

They help to sweep the floor after activities and confidently pour water into their drink bottles throughout the day. Babies and toddlers are beginning to learn independence skills. For example, they help to wipe the table after snack time with a cloth.

Staff remind and assist all children to wash their hands regularly.Hygiene procedures are not robust enough in the baby and toddler room. Staff do not reduce the risk of cross-contamination and the spread of infection.

For example, they use the same glove to apply sun cream on babies' and toddlers' faces despite these children having runny noses. Staff do not prevent the spread of germs sufficiently.Pre-school children develop their knowledge and understanding of mathematical concepts effectively.

They play with dough and use tools, such as shape cutters, scissors and rolling pins. Pre-school children roll it out flat and press the end of the rolling pin into the dough. They tell staff, 'They are like circles.'

Pre-school children learn about size. They compare who has the biggest hand. Staff support these children to put their hands in order from the 'biggest' to the 'smallest'.

Staff support children with special educational needs and/or disabilities (SEND) effectively. For example, they organise the pre-school environment to ensure it meets their needs. Staff provide suitable furniture and resources for all children with SEND to explore safely.

They plan learning experiences to help children with SEND build on their next steps. Staff share these with parents and external professionals appropriately.

Safeguarding

The arrangements for safeguarding are effective.

Leaders carry out daily risk assessments of the building. They ensure the premises are safe and secure. Staff teach older children how to manage their own safety.

For example, while making dough, staff remind children 'not to touch hot things'. Children remember and name other things that are too hot to touch. Staff know the signs and symptoms of possible abuse or neglect.

They know which outside agency to contact should they have a concern over a child's welfare. Staff know what to do in the event of an allegation made against an adult who works with children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date improve hygiene procedures for babies and toddlers to reduce cross-contamination and the spread of infection 10/07/2023 implement an ambitious curriculum that supports babies' and toddlers' communication and language skills 24/07/2023 provide an effective programme to promote staff's professional development, to ensure they offer quality learning and development experiences for babies and toddlers.

24/07/2023