Oaks From Acorns Private Day Nursery

What is it like to attend this early years setting?

There have been significant improvements to the quality of care and education since the last inspection. Changes have been made to the layout of playroom to make sure that children are always within sight and/or hearing. The provider has worked with other professionals to develop their policies, practice and provision. As such, children now benefit from an appropriately ambitious curriculum. Staff assess children's progress and plan for their next steps in learning. This helps all children, including those with special educational needs and/or disabilities (SEND) to gain the essential skills and knowledge they need for future life.

Staff provide responsive interactions that help children to develop a sense of security. From this secure base children confidently explore the learning activities provided for them. For example, babies learn about cause and effect as they delight in posting balls into tubes. Toddlers develop physical skills as they pour and mix oats and older children learn how to use tools as they wrap gifts. Staff support children to behave well, as such children are positive learners.

Children and their families are warmly welcomed into the setting. Key persons find out about children's individual needs and backgrounds to ensure all children feel included. Staff share books with children about religious festivals, difference and diversity. Children and staff celebrate everyone's uniqueness. This promotes respect and appreciation for different people.

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

• The provider has taken swift action to meet all the actions raised at the last inspection. They have identified areas for improvement and engaged with other professionals and staff to develop shared values. For instance, the newly formed 'rules of practice' help staff to understand their roles and responsibilities to deliver high quality care.
• The newly planned curriculum supports children to gain core knowledge and skills that is relevant for them. As a result, children are developing well over time. Experienced staff understand the curriculum plan well. However, less experienced staff do not always deliver the intended curriculum as effectively. This means there are times when the planned learning does not offer children sufficient challenge to make the best possible progress.
• Staff carry out regular assessments on children's progress. They use the information gained to plan for the child's next steps. This assessment cycle supports all children including those who are disadvantaged or have SEND to make progress. Staff work in partnership with other agencies such as specialist teachers and the Portage team to support the early identification of additional needs. Key persons know children well.
• Staff understand the importance of using rich and plentiful language with children to help them develop their own communication skills. For example, staff sings songs to babies and provide interesting vocabulary to toddlers. However, staff are less skilled in communicating directly with children. For example, some staff communicate with children from across the room. This means that children do not always know what is being asked of them and cannot respond quickly or appropriately.
• Physical development is supported well. The curriculum plan and daily routines focus on the development of children's good physical skills. Staff teach the youngest children how to crawl, walk, climb and slide. Older children are supported to master putting on clothes and learn new skills such as how to tie knots in string. Children gain an array of physical skills that support their overall development and readiness for school.
• Children's good health and well-being is prioritised. Supervised toothbrushing helps children to look after their oral hygiene. The healthy meals, snacks and drinks provided promote a nutritious and balanced diet. Staff understand how to promote good mental health by recognising and valuing children's emotions and talking to children about how they feel. This means that children lay the foundations for a healthy lifestyle.
• Staff receive appropriate support and supervision to help them deliver the requirements of the early years foundation stage. Staff report that they feel well supported. Staff access the mandatory training they require to fulfil their roles. This helps to keep children safe. However, training and coaching is not always focused on improving each staffs subject knowledge.

What the setting must and should do next

The provider should:

• develop the quality of staffs interactions with children so that children understand what is expected of them and can respond appropriately
• support staff to further develop their understanding of the curriculum to ensure that the content, sequencing and progression in the areas of learning are secure for every child
• provide more individualised support to staff to ensure continuous quality improvement.