Mirfield Pre-School After School Club

What is it like to attend this early years setting?

Children thoroughly enjoy their time at this inviting nursery. Staff plan tailored settling-in sessions for children that meet their individual needs. They gather valuable information from parents before children start to help them understand children's interests and likes. They use this information to form bonds and build relationships with children and families. Staff are nurturing and kind in their approach towards children. They offer cuddles and reassurance if children need it. As a result, children demonstrate they feel happy, safe and secure in their care.

Staff encourage children to use their imagination and be creative. Work displayed around the nursery is clearly that of the children. Staff create cosy and calm areas for rest and sleeping. Staff are good role models. They show a genuine interest in children's thoughts and ideas. Staff manage children's behaviour effectively. They support children to take turns and resolve minor conflicts with their peers. Staff gently implement rules and boundaries. As a result, children demonstrate an eagerness to learn and can follow instructions and the routines of the day. They show respect towards others and are being prepared well for their next stage in education.

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

• Leaders reflect on practice and have taken effective action since the last inspection. There are robust procedures in place for managing allegations against staff. All staff have secure knowledge of safeguarding matters and what action they should take in the event of any concerns.
• Leaders develop a rich and varied curriculum that builds on what children already know and can do. They closely consider their specific cohorts of children. Leaders understand the diverse community they serve. Staff assess and plan for each child's needs. However, sometimes what they plan is either too difficult or not challenging enough. Staff do not adapt their teaching to the needs of the children. As a result, some children lose interest in activities and move away. This does not maximise their learning time.
• There is a strong focus on supporting children's developing communication and language. Leaders recognise this is a priority. Staff use different tones of voice effectively to add interest to stories and songs they sing. However, sometimes staff repeat questions in quick succession. Therefore, children do not have the time they need to think and respond. This affects how easily they can link their knowledge and share their ideas.
• Staff are very happy in their roles, and they feel well supported by leaders. They say their well-being is a priority. There is an experienced and long-standing staff team that works well together. There is a strong feeling of mutual respect. This results in a motivated and enthusiastic staff team that is a good role model to children.
• Parents speak very positively of the nursery and the support they receive. Their children say they love coming to nursery. Parents say they are always greeted with a warm welcome as they arrive for the day. They feel communication is a key strength, and they are regularly updated with their child's progress. Parents appreciate initiatives such as the lending library and the ideas they receive to continue learning at home. As a result, strong and respectful relationships are built between home and nursery.
• Support for children with special educational needs and/or disabilities is strong. Staff regularly assess children's progress and share any concerns with parents or other professionals. There are effective key-person systems in place. Staff are attentive to the needs of all children. They recognise when they are tired, hungry or need support with personal care needs. As a result, children get the early and ongoing support they might need.
• Staff encourage all children to be independent. They support children to try tasks for themselves, such as serving their food at lunchtime, putting on their own coats, pouring their own drinks and tucking in their chairs as they get up from the table. Children are learning to listen and follow instructions. This is preparing them well with important skills they need in the future.

What the setting must and should do next

The provider should:

• use knowledge from children's assessments to plan and implement activities that are adapted and suitable for their level of understanding
• enhance interactions between staff and children so that children are given enough time to think and respond to questions.