Childerwood Nursery

What is it like to attend this early years setting?

Children are warmly greeted on arrival at nursery. Staff are caring and sensitive. They offer cuddles to those children who need a bit of extra reassurance. Staff find out about children's individual needs prior to them starting. Babies' and toddlers' routines from home are followed. Nappy changing is carried out sensitively, and those who are toilet training are given time and encouragement. Staff plan and deliver a broad range of learning experiences, many of which are based on children's interests. Children experience equally rich learning opportunities outdoors as well as indoors. Staff get down to the children's level. They model how to use resources so that children can follow their lead. Staff support children with problem-solving skills as they construct a marble run and build a large structure with planks and crates.

All staff place priority on supporting children's communication, language and social skills. They provide commentary as they engage with children. Staff ask questions to support thinking and listen to the children's responses. They clearly repeat words to help with pronunciation. Staff introduce children to the 'sound of the week'. They consistently use new vocabulary, such as 'gooey', 'melt' and 'microwave', when carrying out adult-led activities. Even the youngest children confidently join in with familiar songs, remembering words and actions as they shake their musical instruments. Staff are good role models and have high expectations for children's behaviour. They help children to understand and manage their own feelings. Staff praise and support children to play cooperatively together, and to respect each other and their environment.

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

• Since the last inspection, the provider, with support from the local authority, has made improvements in the nursery. There have been changes to the staff team, with some new staff appointments. Staff have clear roles and responsibilities, and together, management are building a strong team.
• In August 2024, the provider notified Ofsted of an incident where a child was left unsupervised in the outdoor play area. Following the incident, the provider carried out an investigation. They took appropriate action and reviewed their outdoor play procedures. They shared these with staff to minimise the risk of another incident happening.
• Staff are appropriately inducted and all complete mandatory training, which includes paediatric first aid and safeguarding. Supervision arrangements are in place and staff have opportunities to complete further professional development to enhance their skills. However, due to recent staff changes, these have yet to be implemented.
• Children are treated as individuals and staff help to build their confidence.
• Children are encouraged to try to do things for themselves. Staff support children to be independent through well-established routines. Children find their name card as they arrive, and pop this on their peg as they hang up their belongings. Children learn how to tidy away and sort toys and help to sweep the floor. They learn to wash and dry their hands before confidently putting their paper towels in the bin.
• Some staff demonstrate strong teaching, particularly at circle times and when reading a group story. They focus on children's listening and attention skills. They deliver clear instructions and build on previous learning. However, this high level of teaching is not yet embedded throughout the nursery. Not all staff confidently use their knowledge of what children have already learned and can do to sequence and extend learning.
• Children engage in social mealtimes with their friends. They enjoy a broad range of nutritious meals and snacks. Staff supervise children well. They encourage children to make healthy choices. Children practise handling cutlery as they serve themselves food and snacks. They learn how to pour from a jug and drink from an open cup.
• Children with special educational needs and/or disabilities are appropriately supported. Staff use observation and assessment to track children's progress. Where further or external support is needed, the staff are swift to work in partnership with parents and other professionals.
• Parents are well informed about their children's progress. Information is regularly shared through an online application, a social media account, an events board and newsletters. Parents are invited to parents' evenings, where they can discuss their children's learning on an individual basis. In addition, staff give parents practical guidance, such as supporting children's speech and language and toilet training.

What the setting must and should do next

The provider should:

• support all staff to use their knowledge of what children already know and can do in order to sequence learning and help children to make as much progress as possible
• provide further professional development opportunities in order to enhance staff skills so that all children have high-quality learning experiences.