Leap Nursery

What is it like to attend this early years setting?

Children are well settled and secure in the welcoming and calm environment. They seek support from adults, when needed, and have strong bonds. Children are part of a wider community, which strengthens the support they receive. Staff work extremely well with other professionals and parents to ensure they get the best possible outcomes for children, especially those who need it most. Children are generally well behaved. Staff respond to any emotional outbursts with empathy, which enables the children to learn to regulate their own behaviour. Children have lots of opportunity to develop their communication and language skills. For example, staff read and sing with children throughout the day.

Children are happy and enjoy exploring the environment and activities that are on offer. They enjoy making 'pizza' in the home corner, caring for babies in a water play activity and developing their physical skills. Children ride bikes and show enjoyment as they climb on play equipment. Children develop their mark-making skills with paintbrushes and water in the large outdoor space.

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

• Provision for children with special educational needs and/or disabilities is strong. Leaders and staff know how to monitor children's learning and care needs. They work well with other professionals to ensure children receive the best possible outcomes.
• The nursery serves a diverse community. Staff provide opportunities for children to explore other cultures and celebrate festivals. Leaders understand the importance of providing these experiences and the clear learning intentions for this.
• There is a strong community feel at this nursery. Leaders and staff work well with other organisations and access funding to help children and families. The organisation received a winter support fund which supported the most disadvantaged families with help for food parcels and energy bills.
• Overall, children access a broad curriculum which follows their current interests and reflects on the current needs in the setting. For example, older children are getting ready for transition to school. However, the curriculum has not yet been designed with a sharp enough focus on identifying the precise knowledge and skills that children need to acquire, particularly the younger children.
• Staff are nurturing. Children are reminded of the 'golden rules' and respond to adult instruction at an age-appropriate level. As a result of this, children respond quickly to any emotional support.
• Partnership with parents is effective. Staff engage well with parents and parents say, 'The staff are always there to listen and give extra help.' Also, 'If I ever need them I can ring.'
• Mealtimes are social occasions where all children come together to eat and share conversation. Staff discuss the importance of healthy foods and children are encouraged to self-serve. This enables children to be independent and learn to make good choices.
• Leaders failed to notify Ofsted of a recent change in the manager of the setting. Although this is a breach of the requirements of the 'Statutory framework for the early years foundation stage', there is no impact on the children or the running of the setting. The provider has improved their knowledge of required notifications to ensure this does not happen again.

What the setting must and should do next

The provider should:

• sharpen the curriculum planning to ensure all children develop the knowledge and skills required to support further learning.