Prepcare Nursery Rugby

What is it like to attend this early years setting?

Children are happy and demonstrate they feel safe in the nursery. They show high levels of self-esteem and confidence. Babies are content and settled, including those new to the nursery. They confidently explore the easily accessible toys and resources. Babies go to staff for reassurance and respond positively to their relaxed and fun approach. Children develop high levels of independence. Babies learn to feed themselves and 'tweenies' follow instructions while they help to tidy toys away. Older children can put on their own coats and shoes.

There are high expectations for children's behaviour. Children share and take turns. They respond promptly to gentle reminders from staff when they momentarily forget. Children learn how their behaviour affects others. Older children learn to regulate their behaviour and negotiate with others to resolve successfully any potential conflicts. Children learn about the benefits of fresh air and exercise. They take part in activities that help them to learn about healthy lifestyles, including growing and eating fruit and vegetables, and oral health.

Children show an eagerness to learn, which prepares them well for future learning. All children make good progress from their starting points, including those who receive funded care and children with special educational needs and/or disabilities (SEND).

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

• The highly committed manager and her team have made significant improvements since the last inspection. The newly created curriculum supports children's learning and development effectively. Staff know the children well and what they need to learn next. They provide activities and experiences linked to children's interests and learning needs.
• Staff use consistent behaviour management strategies that support children to develop a good understanding of right and wrong. They provide lots of praise and encouragement. This has a positive impact on children's emotional well-being.
• Staff place a strong focus on preparing children for starting school. They have high expectations of all children, including those with SEND. However, the overall curriculum plans to help to develop children's understanding of the world are less strong. Staff do not consistently create enough opportunities for children to learn about the similarities and differences between themselves and others.
• Staff support children to develop good literacy skills. For example, staff help children to link letter shapes and sounds. Children engage deeply while they find the letters of their names from the middle of the table and match them to their name card. Staff encourage children to sound out each letter and provide gentle hints, when needed.
• Staff understand the sequence that precludes the technical skill of handwriting. They provide an array of fun activities to help children develop their small muscles, in readiness for future writing. Babies sprinkle and rub sand between their fingers. 'Tweenies' squash and poke scented dough into seashells and they use their fingers and hands while they eagerly join in action songs. Older children thread letters on pipe cleaners to spell out their names. They count and build patterns with small number cubes.
• Staff support children's mathematical development well. Babies develop mathematical concepts because staff use words, such as 'more' and 'all gone', during play and routines. Children in the 'tweenies' room learn shape recognition when they sort, match and manoeuvre different shapes to slot successfully the toy eggs together. Older children compare sizes of sea life toys during water play. Staff extend their learning by asking questions that require children to use simple calculation in their play and routines.
• Staff use every opportunity to promote children's language and communication skills. Staff in the baby room acknowledge children's babbles and gestures. This helps babies to know that their vocalisations are valued. Staff engage older children in lively, thought-provoking conversations.
• The manager has developed effective systems for monitoring the quality of teaching. She observes staff practice and provides advice, support and training where she identifies issues. The manager has a good overview of the strengths and weaknesses of practice.
• Parents are complimentary about the staff and nursery, and say their children enjoy attending. However, staff do not always fully support parents to help accelerate children's acquisition of toileting skills at home.

What the setting must and should do next

The provider should:

• help children develop a greater understanding of the similarities and differences between themselves and others to further develop their awareness of diversity
• work more closely with parents to share strategies to help accelerate children's acquisition of toileting skills.