Wishing Well Day Care Coventry

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff do not complete the required progress check for children aged between two and three years.

This means that any delay in a child's development is not always identified as swiftly as possible. In addition, the sharing of information with parents about their children's progress is inconsistent. Despite this, there is a clear intent for the educational programme.

It is centred around providing children with a rich range of everyday real objects and natural resources to capture their curiosity and imagination. Staff place a clear focus on giving children the freedom to interact with their environment. Children show susta...ined levels of engagement as they explore and play their imaginary games.

For example, children are absorbed as they paint at the easel, transport water and play in the sandpit. Staff talk to children about what they are doing and ask them questions to make them think. However, some staff do not focus well enough on introducing new concepts and learning during their interactions to help extend children's learning further.

In addition, children who speak English as an additional language are not given the support they need to help them increase their confidence in speaking. Staff place a strong focus on behaviour and conduct and encourage children to lead their play. Children play harmoniously in groups as they negotiate and take turns.

They are happy and confident in their environment as they move around deciding what to do.

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

The manager and the owner do not have a good understanding of the assessment requirements. Staff do not complete the required progress check for children aged between two and three years and share a written summary with parents.

This means that information about any gaps in children's development are not shared with the relevant professionals and parents to help seek swiftly the support they may need.The sharing of information about children's progress requires improvement. Staff provide information to parents regarding children's care and what they have been doing at nursery.

However, staff do not consistently share detailed information with parents about children's progress and next steps in learning, to help them support children's learning at home.Staff undertake the required mandatory training and benefit from staff supervision. The manager and owner work directly with staff and monitor the quality of teaching.

However, the manager has not identified that some staff do not consistently provide sufficient challenge to help children make the best possible progress.Children who speak English as an additional language make steady progress from their starting points. They enjoy the experiences on offer and story sessions.

However, staff do not consistently create enough opportunities for these children to speak during group activities and use their home languages in the nursery.There are strong systems in place to support children who start at the nursery with special educational needs and/or disabilities. Staff work closely with parents to get to know the unique personalities of each child and their care needs.

They work successfully with other professionals working with these children to help them make progress.Staff provide rich, first-hand experiences for children to engage with the natural world, living things and their local community. Children observe the life cycle of trees, frogs and butterflies, and water the plants indoors and outdoors daily.

There are strong connections with a residential home for the elderly. Children visit the residents and work together with them on projects, and residents also visit the nursery. This helps to support children's personal development well.

The induction process for children when they first start is uniquely tailored for each child to help them settle. Parents report that they find this very valuable and their children are happy and settled. Staff provide a range of cultural resources, including music, to expose children to a variety of cultures.

Staff work well with parents, offering advice on how they can make their children's lunch boxes healthier. Staff prioritise children spending much of their time outdoors in the fresh air so they can be active and physical.

Safeguarding

The arrangements for safeguarding are effective.

The manager ensures local safeguarding updates are discussed at staff meetings and she regularly tests staff's safeguarding knowledge. All staff have a good understanding of child protection issues and the procedures to follow if they have a concern. The manager follows a clear recruitment process to ensure staff are vetted and deemed suitable.

Any new staff who are awaiting vetting checks to be completed, and visitors, are never left alone with children. The premises are clean, safe and secure. Staff ensure risk assessments are undertaken to keep children safe on outings, such as when visiting the local park.

Children learn about road safety and how to keep safe around dogs.

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 that the progress check for children aged between two and three years is completed, and provide parents with a short written summary of their child's development 26/10/2023 improve the system in place for sharing information about children's ongoing progress and next steps in learning, to ensure parents are kept fully informed about their children's progress.26/10/2023 To further improve the quality of the early years provision, the provider should: support children who speak English as an additional language to increase their confidence to speak during group activities, and provide more opportunities for them to use their home languages build on the systems already in place to monitor staff practice, in order to identify areas for improvement that help raise the quality of teaching even more.