Wise Owl Private Day Nursery Scunthorpe

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The curriculum supports children's early communication and literacy skills well. Older children tap their hands on their knees with. They sing together during the circle-time activity.

Older children listen to new words, such as 'clockwise' and 'anti-clockwise'. They decide which direction around the circle they will go to say good morning to their friends. Older children recognise their own name card on the floor, pick this up and post it into the pot.

They notice similarities and differences between the letters in their names and those of others. Older children say the initial letter sound in familiar words, such as ...'a' for apple and 'p' for pumpkin. Babies and toddlers listen to words as they paint and play in the sand, such as 'squishy' and 'soft'.

Staff have high expectations for children's learning and development.Children behave well. They know how to keep safe and show respect and kindness to others.

For example, children talk about how they need to use their walking feet indoors. Also, to use their listening ears when others speak to them and their kind hands when playing. Children use picture cards to describe how they are feeling, such as happy.

They throw their arms in the air at the end of the circle-time activity and say, 'today is amazing'.

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

The management team and staff have worked hard to address the actions raised at the last inspection. They have welcomed support from the local authority early years team to help raise the quality of education for children.

The management team have implemented weekly training days to help staff enhance their knowledge and practice. Staff engage children in purposeful play that prepares them well for the next stage of learning. Assessments, such as the two-year progress check are up to date and shared with parents and relevant professionals.

Staff teach children about food allergies. This helps them to learn the importance of keeping safe at mealtimes, but also, to reflect on their differences and understand what makes them unique. Children enjoy healthy snacks of fresh fruit, vegetables, and home-cooked meals.

Older children wash their own plates when they have finished eating. They help staff to put clothes into the washing machine and hang them on the line outdoors. The curriculum encourages children to be independent and helps them learn how to care for themselves and others.

Older children count one to three as they pour their own milk. This helps them to guide how much liquid they put into their cup. Staff count babies' steps as they walk.

They sing songs and read stories that involve numbers. Toddlers recognise big and small seashells as they play in the sand. Staff build mathematics into everyday routines, such as circle time and mealtimes.

Staff offer babies and toddlers different textures for exploration during play. For example, babies use brushes and their hands to make marks with paint. Toddlers use their fingers and tools to make lines in the sand.

However, staff discourage toddlers to feel sand on their toes and feet. This does not allow them to explore the full range of sensory experiences using their whole body.Staff support children with special educational needs and/or disabilities well.

Parents say that the 'teamwork' between them and staff is 'brilliant'. They acknowledge staff's help and support with referrals to other relevant professionals. Parents also explain the progress in their children's personal, social and emotional development.

There is an effective key-person and secondary-key-person system in place. Children's care and learning is now tailored to meet their individual needs. Parents say that staff offer a 'really nice family nursery'.

Also, that they 'feel included in their children's development'. Parents have opportunities to come to parents' evenings and stay-and-play sessions. These positive relationships help to support continuity of care and learning between the nursery and home.

Leadership and management are significantly improved. Staff report good levels of support for their well-being. There is also effective engagement with staff through induction and supervision meetings.

Managers undertake peer observations to help improve staff's individual practice. However, this procedure is not yet fully embedded to ensure a consistently high standard in the teaching of the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

The designated safeguarding lead and staff have a good knowledge of the possible signs and symptoms of abuse. They understand their responsibilities in relation to the 'Prevent' duty guidance. Staff are aware of the risks to children being drawn into radicalisation or extremism.

They know of other safeguarding issues, such as female genital mutilation and county lines. Staff understand what to do in the event of an allegation against a child or adult. They are aware of local safeguarding partnership reporting procedures.

Staff carry out daily risk assessments. They make sure that children play in a safe and secure environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance toddlers' opportunities for sensory exploration nembed the system for monitoring staff's practice to ensure teaching is consistently of a high standard.