Monmar Nursery Ltd

What is it like to attend this early years setting?

Staff and new leaders have worked hard to make positive changes in the nursery. All staff have received training, which has helped them with planning a curriculum that supports children's learning and development. Children are making good progress with their learning and development given their starting points. Staff are now fully aware of how to support children with special educational needs and/or disabilities (SEND). Staff now work closely with parents and other agencies to support children's targets, helping them to be prepared for the next stage of their learning and development.

Staff praise children well for their positive actions. Older children share and support younger children with finding toys and sharing tools. Children beam with pride with staff's reactions to their kind actions. Children behave well. Children have daily opportunities to develop their physical skills. All children thrive playing outside in the garden. They have use of large climbing equipment as well as smaller resources that help to develop both large- and small-muscle development. Staff regularly give children cuddles of reassurance. When children are ready, they go off to play and learn. This helps to support children's personal and emotional development.

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

• Leaders have worked hard to meet the actions set at the last inspection. Leaders worked together to complete an action plan for improvements. They now complete effective staff supervisions, highlighting training needs for staff and key areas of strength. This allows leaders to tailor training to support staff's personal development plans, helping to improve the quality of teaching in the nursery.
• Staff are not always proactive in setting up activities before children arrive or they move areas. As a result, children are left waiting for staff to set up activities and organise resources. This reduces times for children to play and learn.
• Staff are not yet consistent in providing challenge and extending activities. Although children are making good progress with their learning and development, children are not yet reaching the potential they are capable of making.
• Children thoroughly enjoy learning how to grow their own fruit and vegetables. They take great pride in watering and caring for their tomatoes and pumpkins that are currently growing. They exclaim in delight in finding a new large pumpkin, talking to staff about how big it is. This helps to support their understanding of the wider world they live in and mathematical development.
• Staff are alert to children's needs and the environment they live in. They take this knowledge into account when identifying the individual needs of the children and how to support their behaviour. This enables staff to tailor their care of the children to support their needs.
• Leaders and staff are fully aware of the key learning intentions of the children. They implement the curriculum well. Language development is a key strength in the nursery. Staff differentiate well when talking to different groups of children. This enables all abilities of children to learn new words and sentence structures.
• Staff are consistent in their approach to behaviour management. Staff use kind voices to talk with children, explaining why they are asking them to complete tasks. Children behave well. Older children are proactive in tidying away resources without being prompted. This helps to prevent trip hazards and develop the skills they will need when they move to school.
• Children arrive eager to learn. They excitedly sit down with staff reading books and eagerly tell staff what they know about the story. Children respond well to questions staff ask about the story, helping to extend their language and literacy skills.
• Younger children enjoy sensory activities. Staff sit with them as they explore sand play. They learn how to make sandcastles as staff talk to them about what they are making. This supports children's physical and language development.
• Children are skilled in recalling what they have already been taught. Children can name circles, stars and hearts. Staff praise them well and add other language, such as thicker, thinner and divide, to support children's emerging mathematical development.
• Leaders and staff have improved partnerships with parents. They now work together to support all children, especially those with SEND. They meet to share children's progress, helping to provide continuity of care.

What the setting must and should do next

The provider should:

• ensure activities are set up to give children more time to explore and learn
• support children's learning and development further by providing more challenge during activities for all children.