Abacus Nursery School Bromsgrove Ltd

What is it like to attend this early years setting?

Leaders have made considerable changes since the last inspection. They ensure that staff have a good understanding of how to identify potential risks to children, and act swiftly to minimise these. Sleeping children are provided with suitable beds with secure mattresses and bedding.

Children at this nursery benefit from a caring and nurturing environment where staff show genuine affection to them. Staff form strong bonds with children and their families, and get to know them well. This helps staff to plan interesting activities that children are keen to engage with. Leaders have used the knowledge they have gathered about the impact of the COVID-19 pandemic to inform the opportunities they provide for children. For example, they recognise that children require further support to regulate their emotions. They have implemented focused areas of learning that support children to express themselves and learn about the feelings of others. Leaders recognise the importance of supporting children's emotional well-being. They apply flexible settling-in processes to meet the needs of children and implement a key-person system, which is highly effective from the moment that children begin their time at nursery.

Children learn about appropriate behaviours. They are reminded to use their manners when asking for something and are supported to take turns during their play. Children learn to play cooperatively and enjoy spending time together.

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

• The curriculum at this nursery focuses on ensuring that children have the knowledge and skills they need to prepare them for their eventual move to school. Children learn to be confident and independent. They serve their own food at mealtimes and learn to take care of their own personal care needs. This helps children to become self-sufficient.
• Staff recognise risks in the environment and understand how to keep children safe. For example, when rice is tipped onto the floor in the baby room, staff act immediately to remove it and reduce the risk of children slipping. This helps to keep children safe.
• Children follow well-established routines. They follow instructions from staff to tidy up and wash their hands before lunch. However, some parts of the day are not organised well enough to ensure that children's needs are always met, especially at mealtimes. For example, some children are not able to join in with snack at the same time as their peers due to the organisation of tables. As a result, children stand and watch, and do not fully benefit from the learning opportunities associated with sitting together.
• Children benefit from a range of activities, which they show interest in. However, there are times when older children are not sufficiently challenged by the activities provided. For example, during a maths activity, children with more knowledge find the activity too easy and their learning is not extended further.
• Children with special educational needs and/or disabilities (SEND) make good progress. The special educational needs coordinator acts swiftly to ensure that children have access to the support they need. She works closely with professionals and parents to coordinate support plans for children. Staff are supported to apply strategies that help children with SEND to make progress.
• Staff and leaders dedicate time to enhance relationships with parents and carers, who say they 'feel like family'. Parents say that children settle well and making good progress in their learning. They appreciate the regular communication that they receive about their children's development, and are supported to help further their children's progress at home. Parents of children with health conditions and SEND specifically mention the attentiveness of staff and the trust they have developed in knowing their children are safe and well cared for. They praise staff for their professionalism, friendliness, and commitment to the care they provide to children.
• Leaders are dedicated to improving learning experiences for children. They accurately recognise where there are gaps in staff knowledge and support them to enhance their professional development. They provide regular supervision meetings for staff and prioritise their well-being. Leaders work closely with other professionals and their local authority advisers to further their own knowledge and skills. This ensures that children benefit from a nursery that continually improves.

What the setting must and should do next

The provider should:

• consider the organisation of routines, especially during snack and mealtimes, so that children's needs are always met
• continue to build on the already good teaching so that older children are suitably challenged.