Wendover Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Although leaders and managers at the setting have plans for a new curriculum, this is not yet being put into action.

Consequently, children do not benefit from a consistent approach to support their learning, and teaching is variable.More recently, children with special educational needs and/or disabilities (SEND) benefit as staff work collaboratively with parents and implement clear plans for their learning. Staff use songs and rhymes to engage children in the toddler room.

Children join in with actions and smile broadly as they recognise the familiar tune. They jump up with excitement when being a 'sleeping bunny' and s...mile broadly as they move their bodies and clap their hands to show their enjoyment. Nursery rhymes and songs help children to hear new and familiar words which contribute towards their communication and language development.

Older child are confident talkers who express their ideas and ask questions to learn more. Staff use different ways to support children when they are non-verbal, for example through using sign language and picture cards.Children form close relationships with the staff who care for them.

Babies immerse themselves with sensory activities and enjoy freedom to explore materials, such as paint, sand and water. Older children enjoy using their imagination. They engage in role play and talk about their previous experiences and what interests them.

Staff join them in their play, which helps to further deepen children's enjoyment.

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

The manager is very new in the role and has been working to review the curriculum. Many staff are new to the nursery and the current curriculum is overly complicated and is not embedded in practice.

Consequently, staff do not know how to implement it and children lack a consistent approach to support their learning. Although the provider has ambitious plans for an imminent overhaul of the curriculum, this is not yet being implemented. Therefore, there is no positive impact on children's learning and development yet.

In some rooms, there is lack of clear leadership for staff. Some staff do not meet the provider's expectations for good-quality interactions with children. Without a clear room leader, this is not challenged, so staff who have less experience do not receive support to learn how to meet children's needs more effectively.

There have been numerous changes to staffing and leadership at the nursery. This has been particularly difficult for children with SEND and has affected their progress. The provider explains issues with staff recruitment and the negative impact this has had upon the setting.

However, the manager and leaders are committed to implementing robust staff supervision and increasing opportunities for staff's professional development.Children enjoy playing outdoors, where they use apparatus to test out their developing physical skills. Young children enjoy playing with natural materials.

There are plans to develop the garden area further to support children's learning about healthy eating. Children enjoy balanced, nutritious, freshly-cooked meals, eaten during relaxed mealtimes. Staff supervise children closely when they eat to help keep them safe.

Babies are calm, settle quickly and explore the environment. They make eye contact to engage with adults and are making sounds to communicate. The layout of the room supports children's early physical development.

They move around the room with a sense of purpose as they discover the activities on offer.Children behave well and are engaged and content. Staff are clear about their expectations.

Staff can explain how they deal with any unwanted behaviour, such as biting, in a positive way. For example, young children are given opportunities to bite and mouth suitable resources as they play. Older children learn about the feelings of others to help them to develop empathy and awareness.

Overall, staff support children's emotional well-being effectively. They are polite and respectful towards children and demonstrate awareness of how to promote children's confidence and self-esteem.Staff share regular information with parents via an electronic application.

Parents report that this helps them to know what children are learning and enables them to support their progress at home.

Safeguarding

The arrangements for safeguarding are effective.Staff know about how to keep children safe.

They have a secure awareness of safeguarding issues and there is guidance to follow if they have a concern about children's welfare. The provider works successfully with local safeguarding partners and is fully aware of their role and responsibilities in relation to child protection. Staff are vigilant in maintaining a safe environment for children to play and learn.

There are robust procedures in place for the safe recruitment of new staff, to ensure that they are suitable to work 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 embed a curriculum that is ambitious for all children and successfully builds on their prior learning experiences and promotes their good progress 08/06/2023 improve staff deployment so that there are sufficient qualified and experienced staff identified to support and lead practice in every room.25/05/2023 To further improve the quality of the early years provision, the provider should: sustain oversight, supervision and support for staff to increase and maintain the quality of the provision for children.