The Railway House

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children show interest in the environment and resources on offer to them.

They use their curiosity to create their own games and tasks. In the main, children are happy to play independently or with peers of their choice. Children are supported from the start to 'unfold' their physical skills.

They are guided to build core strength and, in sequence, learn how to use a range of upper body movements. Furthermore, they learn how to control their arms, hands and fingers in preparation for early writing. Children often show their mark-making abilities as they draw with chalk on the fence, paint their ride-on cars with brushes a...nd build intricate models using small parts.

However, the curriculum does not always consistently support all children's learning.Children have built relationships with their key person and know how and when to seek help if they are upset. They are learning how to understand their own emotions.

However, their behaviour and attitudes towards following instructions is, at times, negative. Children sometimes shout 'no' in response to a request from staff, and they occasionally hurt their friends during play. Staff are not always prompt in supporting and re-engaging children to understand simple boundaries.

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

The manager intends to provide children with a range of skills and experiences to support their curiosity and learning in all areas. However, this is not always implemented effectively in practice. The curriculum provided for children is not yet good.

Children are not consistently encouraged by staff to use thinking skills and gain new knowledge. This occasionally leads to children becoming uninterested and disorderly during play.The manager is knowledgeable in child development and knows when to respond swiftly to the needs of children.

However, she has not identified where all staff need the most support in their practice. As such, some staff do not recognise all children's learning and emotional needs during play. As a result, some children become distressed and, at times, disengage from quality learning experiences.

Although staff encourage children to follow simple routines and be kind during the day, children do not consistently respond to these requests. For example, during the lunchtime routine, some children run around and bang their cutlery on the table. Younger children sometimes destroy older children's work.

Staff do not always provide children with a consistent approach to understanding boundaries and how their actions may impact others. At times, children become frustrated, and the environment is chaotic.Communication and language support is a strength of the nursery.

Children hold conversations and are supported to express themselves using their own words.Younger children are exposed to a range of single sounds and simple vocabulary for them to repeat. Older children are excited to show the inspector a range of sign language actions they have recently learned.

Furthermore, any gaps in children's speaking and understanding are swiftly recognised and responded to. Children receive external support, when required, to help them continue to make progress.Parents are happy with the level of communication and support they receive from the nursery.

They have formed good relationships with staff and know what their children have enjoyed doing during the day. Staff provide parents with a daily diary and use an online app to share images. This helps parents to feel that their children are happy and busy while at nursery, and it gives them ideas to try at home, to support continuous learning.

Children spend a lot of time in the outdoor area and in nature. They pick flowers to smell and explore their senses by mixing tea leaves with milk and water. Children are calm and content when accessing the allotment.

Staff take children into the community to help them develop even more awareness of the world around them.Staff are keen to support children to recognise their own identities and other people around them. They play with a range of cultural items during play and dress up in clothing of their choice.

This helps children to feel valued and unique.

Safeguarding

The arrangements for safeguarding are effective.All staff are aware of their responsibilities in keeping children safe and well.

They are able to recognise a range of signs that may indicate a child is at risk of harm. Staff know where to access information and understand their duty in relation to the current safeguarding guidance. The manager has completed required designated safeguarding lead training and fully understands her role in child protection.

A sufficient number of staff hold paediatric first-aid certificates and know how to keep children safe during play. Staff follow robust hygiene procedures when serving food and changing children's nappies.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure all staff implement the curriculum to offer good-quality learning experiences for all children 30/10/2023 ensure training and supervision supports staff to develop their skills and understanding to help them meet all children's needs effectively 30/10/2023 ensure staff support all children to understand simple boundaries and how their behaviour impacts others.

30/10/2023