Apple Grove Day Nursery

What is it like to attend this early years setting?

The provider has ensured that the improvements required at the last inspection have been sustained to meet the statutory requirements. Staff have an improved knowledge and understanding of a range of child protection matters and the local reporting procedures that should be followed in the event of concerns about children's welfare. Staff's understanding of their duties and responsibilities is improved.

Children are happy and well settled in the nursery. They build close relationships with staff who provide well for their care needs. Children go to staff for cuddles and reassurance, which they receive in abundance. This helps them to feel safe and secure in their care. For example, children snuggle beside staff to listen to and engage with stories. They confidently talk about the characters and their thoughts about what is happening in the story. They join in and giggle with staff during parts that were read. Children generally behave well. Staff use improved strategies that are effective in supporting children's understanding of the behaviour that is expected of them. This helps children learn how to resolve minor disagreements between themselves. Children generally gain the skills and understanding they need to prepare them for the next stage of their learning and the eventual move on to school.

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

• The setting's curriculum is well developed and understood by staff. They have clear intentions for the learning that children will achieve while attending. Staff gather useful information from parents when children first start to help them know about children's prior learning and experiences. However, staff's plans for children's next learning do not yet focus as precisely as possible on what it is that children need to learn to make the most progress that they are capable of.
• The nursery environment is spacious and inviting for children to explore. Staff arrange the spaces to enable all children to independently access the resources that interest them. For example, children take down resources that stack and connect, engaging in this chosen play for long periods while building on their understanding of mathematical concepts and problem-solving skills.
• Staff promote communication and language well. They engage children in interesting conversations and use clear sentence structures for children to hear. Children enjoy a range of familiar stories, rhymes and songs throughout the day and engage with enthusiasm to follow the actions and sing the words that they know. Over time, all children, including those in need of additional support, build on their vocabulary, listening and speaking skills.
• Children have fun in the outdoor environment and use their imaginations well. Staff provide a range of resources and opportunities for children to begin to play together. For example, they decide to create a café, serving drinks and meals through the hatch. Children tell staff what they are selling and listen closely to what staff order. They take their roles seriously, taking turns to access resources and using their manners well.
• Children enjoy sitting together with staff to play with sand. Staff support children to understand and follow a series of clear instructions to use their chosen moulds of butterflies and other items. Staff demonstrate and play alongside children, which helps them to understand further. They receive lots of praise and claps when they successfully achieve their goals.
• Independence is promoted generally well. For example, children dress themselves and learn to manage their personal care successfully. However, at times, staff do not provide children with opportunities to learn how to manage other tasks, such as to learn the sequence of and practise handwashing and, at mealtimes, to drink from cups without a spout.
• Managers have improved the support they provide to staff to ensure that they receive regular opportunities to discuss their work practice and professional development. This ensures a clearer understanding so that the appropriate support is provided through training and guidance. This has helped to raise the quality of provision for children.
• Parents are happy with the setting and how friendly and professional staff are. They comment on the trust they have in staff. They say they value the regular information they receive about their child's care and learning.

What the setting must and should do next

The provider should:

• focus the plans more sharply on what children need to learn next to help them make the most possible progress
• provide further opportunities for children to develop their independence and manage tasks for themselves.