Junior VIPs Nursery

What is it like to attend this early years setting?

Staff adopt a flexible approach for babies who are new to the setting. They implement routines that mirror those from home. Staff use comfort items and provide close attention to help reassure babies who find it difficult to separate from their parents. Children are happy and make good friendships with their peers. Staff share information about children who move rooms within the nursery. This helps them to understand how children learn best and what to focus on next in their learning.

Staff provide children with challenges. They help children to manage risks well as they play outdoors. Staff are aware of children's dietary needs and supervise them well during mealtimes. Children have opportunities to plant and harvest food. Staff support children to manage their self-care. For example, children wipe their noses and dispose of tissues independently. Older children benefit from more focused teaching that helps to prepare them well for school. Staff encourage them to recognise their names as they self-register on arrival. Staff use props to help engage children as they recall familiar stories and display children's artwork. This helps to raise the confidence and self-esteem of children. Staff help children to develop positive attitudes to learning from an early stage. For example, babies persevere with attempts to post lolly sticks into containers. Children behave well and become confident communicators.

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

• The manager works effectively with the directors of the nursery to review and monitor the service. They understand the needs of staff, children and their families and tailor the service accordingly. For example, children without gardens have regular opportunities to play outdoors, and enjoy weekly sport sessions. Themed events and celebrations have successfully increased levels of parent engagement.
• Leaders support staff to gain recognised qualifications. The manager implements induction and supervision procedures effectively. Staff complete training to increase their knowledge, such as how to enhance their interactions with children. This contributes to the progress children make, including children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language.
• On the morning of inspection, the smooth running of the baby room was affected by unexpected staffing issues. Although staffing ratios are consistently met, key staff were focused on settling new babies. This affects their ability to engage other babies in learning opportunities. Babies later receive more effective support as additional staff arrive in the room.
• Staff make accurate assessments of children's learning and share these with parents. This helps them to identify any emerging needs of children from an early stage. Key persons know their children well and identify appropriate next steps for learning. They provide warm attention to babies who become unsettled. Staff work with parents to manage children's health and care needs effectively.
• The special educational needs coordinator (SENCO) and manager work sensitively with parents when children do not progress as expected. They are knowledgeable about local services and work hard to consistently support and engage with parents of children with SEND. They seek to involve other professionals when gaps in children's learning persist.
• Staff support children's early literacy well. Babies independently choose books, turn pages and show interest in the illustrations. Older children remember rhyming phrases, such as 'stuck in the mud', and recite these as they listen attentively to stories. Staff involve children as they make resources that link to the books that children share. Staff develop children's interest in books well.
• Teaching is effective, overall. Staff encourage children to explore shapes and sounds, develop their creativity and understand number. Very occasionally, some children lose interest during activities such as painting. Staff do not use the wide range of resources available to offer alternatives and keep children engaged in learning.
• The manager seeks feedback from parents and responds appropriately to help resolve any concerns that may arise. Parents are happy with the service that they receive. Staff provide online activities during closure periods. They provide useful advice and information about children's health and development. Parents are encouraged to attend social events and use the nursery's resource library.

What the setting must and should do next

The provider should:

• review arrangements for staff deployment in the baby room, so that the youngest children continue to receive effective support as new children are settled in
• enhance existing support for teaching skills, so that staff consider the individual learning needs of children more consistently during activities.