Robins Childcare

What is it like to attend this early years setting?

Staff deliver a well-planned curriculum, covering all areas of learning. The curriculum encourages children's curiosity, creating awe and wonder. Children feel confident and secure. They understand what happens at nursery because routines are embedded. Children experience equally rich learning opportunities to explore and experiment outside, as well as indoors.

Staff deliver large-group activities very well. They use these times to encourage children to listen, follow instructions and to practise speaking. Staff capture and maintain children's interests. If children become distracted, staff skilfully use '1, 2, 3 eyes on me' to refocus the children. Staff use different resources as they talk to the children about the Big Garden Birdwatch. They explain about the wide range of exciting 'bird related' activities in which the children can take part. Children have great fun searching for the hidden birds, naming them, and finding out what type of birdsong they make. Staff support children to explore mathematical concepts. Children count, calculate and think critically as they decide whether there is 'less than' or 'more than' before.

Staff consistently consider children's views and opinions. They help children to recognise and speak about how they are feeling. Children learn respectful behaviours, such as listening while others are talking. Children know to use quiet voices inside and 'big, loud voices' outside. When they find it difficult to take turns, staff support the children to think about how they can resolve their own issues.

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

• There have been changes to the management team, as well as new staff appointments, since the last inspection. Staff have worked hard to address previous weaknesses. All staff have clear roles and responsibilities, and management is building a strong team. Staff are confident in what they want the children to learn and why. Staff's well-being is valued, and they receive regular supervision. However, the supervision arrangements are not yet fully focused on enhancing staff's skills and abilities to the highest level.
• Staff get down to the children's level and show a genuine interest in the children. They provide a language-rich environment with lots of commentary and clear articulation. Staff listen to the children and carefully repeat words children mispronounce. Children are provided with a wealth of opportunities to explore literacy. Staff skilfully use fictional and factual books, rhymes and songs to embed learning. They explain what is going to happen next. Staff use recall effectively to embed learning and introduce new words, such as 'protection' and 'frustration', carefully sounding out and explaining what these words mean.
• Children are treated as individuals as staff help to build their confidence. They are encouraged to be independent, to try to do these things for themselves and to persevere. Children have lots of support to practise using the toilet and washing their hands. They learn how to put on their coats, gloves and boots. Children develop control and coordination as they learn to handle authentic resources, such as china and glass, safely. They are supported to take risks as they work out how to move across giant tyres without falling off.
• Children share a special bond with their key person, who knows them very well. Individual care routines are sensitively followed. All children enjoy the nutritious meals and snacks prepared by the cook. Mealtimes are social occasions. Children are keen to serve themselves, using tongs and spoons. They decide how much they want on their plate, returning later for second helpings.
• Children with special educational needs and/or disabilities (SEND) are appropriately supported. Where further support is needed, the nursery's special educational needs coordinator (SENCo) is swift to work in partnership with parents and other professionals. The SENCo is starting to support staff to help children with SEND to make as much progress as they can. However, this is not yet embedded, and staff recognise that this is an area where they would benefit from further training and skills.
• Staff engage well with parents, who are positive about the care and education their children receive. Staff keep them well informed about their children's learning and how they can continue this at home. This includes sharing regular information through an online application, a book-lending library, an events board and a 'curiosity shelf' with a wealth of information. In addition, staff offer open days for parents so that they can find out more about, and become more involved in, the nursery's approach to learning.

What the setting must and should do next

The provider should:

• strengthen arrangements for supervision in order to fully focus on enhancing staff's skills and abilities to the highest level
• help staff to gain further knowledge of how to best support children with SEND and/or speech and language delay, to close gaps in learning as swiftly as possible and help children make as much progress as they can.