Ankermoor Nursery And Care Club

What is it like to attend this early years setting?

Staff extend children's interests as they emerge and build children's individual learning goals into the exciting activities that they participate in. Children show high levels of curiosity, imagination and concentration in their play as they move freely between the indoors and outdoors. They play outdoors for extended periods throughout the day.

Children learn about seed germination. Staff model and explain how to fill the plant pot with soil and how to make a hole for the seed to go in. They encourage the children to recognise the vegetables on the seed packet. Children take it in turns to choose a seed, plant it in their own pot and then carefully water it. Staff support each child to sound out the letters in their name and attempt to write it on a label to stick on their pot.

Children are fond of and closely observe the setting's pet rabbit. They know how to correctly stroke and feed the rabbit. This helps children to learn to respect, care for and understand animals.

Staff read books to the children and use props to support children's understanding of the story. Children listen intently to stories, and confidently answer questions. They happily choose books to look at independently. Children enjoy singing familiar songs and do the accompanying actions with plenty of enthusiasm and enjoyment.

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

• The manager has made significant improvements since the last inspection. For example, staff have attended training on how to support children's communication, language and vocabulary development. As a result, they use every interaction with children as an opportunity to extend children's language. Staff have had training in their use of signing as they speak. This helps to promote the use of actions to support the spoken word. Staff focus on a different verb, story and rhyme each week. This helps to consolidate children's learning. Children have many opportunities to explore alphabet letters and their sounds. Staff support children's communication and literacy development well.
• The manager analyses the progress of all children. She identifies any gaps in children's learning and put plans in place to address these. The manager ensures that the learning programme successfully promotes children's development across all areas of their learning. However, there are fewer opportunities for children to gain an awareness of how they differ from, or are similar to, other people.
• The manager regularly observes staff and sets them suitable targets to help improve their teaching. They observe each other and share best practice. Staff have attended training on how to extend children's learning in mathematics. They build mathematical learning opportunities around children's interests and everyday activities.
• The special educational needs coordinator has a secure understanding of how to identify and support children with special educational needs and/or disabilities (SEND). She regularly communicates with the local authority advisers to coordinate additional support for children with SEND.
• Parents regularly share information with staff about their child's interests and upcoming events in their lives. Staff inform parents about the type of activities and experiences that they provide for children. However, they are not always successful in making sure that all parents are fully informed about their child's level of achievement across all the relevant areas of learning.
• Staff have completed training on how to help children to understand and handle their different emotions as they experience them. Children learn what is expected of them. For example, they help to tidy away the toys at appropriate times during the day. Staff are responsive to children's needs. For instance, they offer reassurance, encouraging smiles and cuddles when needed. Children are happy, self-assured, and interact with each other and the staff.
• Parents can choose for their child to have a hot nutritious meal in the on-site school dinner hall. Staff provide children with a healthy breakfast and snack. They take the children on regular visits to the on-site school woodland area. Here, children experience challenge and manage risks for themselves outdoors.
• The manager regularly seeks the views of children, parents and staff. She works closely with other professionals within the local authority, the on-site school teachers, and the organisation's area manager. She uses this information to reflect on their performance and improve the overall quality of the setting.

What the setting must and should do next

The provider should:

• increase ways to help children develop a positive view of the racial and cultural diversity that reflects multi-cultural Britain
• increase the information provided to parents about children's level of achievement across all the relevant areas of learning.