Rose Park Day Nursery

What is it like to attend this early years setting?

Children thoroughly enjoy their time at this welcoming nursery. They arrive enthusiastically. Staff greet them with smiles and warmth, and children proudly hang up their coats ready to start their play.

Since the previous inspection, the manager and staff have continued to work with dedication and determination to provide good outcomes for children. Children benefit from a well-planned curriculum, which currently focuses on securing their independence, in readiness for school. Children choose freely from a wide range of stimulating activities in the calm and purposeful learning environment. For example, they learn to concentrate with care as they safely chop fruit, such as apples and pears, to eat for their snack. All children participate in the well-paced routine, which is flexibly adapted to meet their needs. This allows children to learn to play alone, with their friends and participate in small groups. Children show deep concentration and coordination, for example, as they skilfully control the amount of water pouring out of their can. Staff are on hand to support the children's exploration and learning consistently.

Children respond well to staff's clear instructions and high expectations of their behaviour. They wait patiently for their friends to put on their hats, ready for play in the sunshine. Staff teach children to talk about their feelings to help them learn how to manage their emotions. They have created a soothing area in the nursery for children to relax or read a book and learn to regulate their behaviour.

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

• The leaders and managers have worked hard to address the issues raised at the previous inspection. Staff have received good support, for example through additional training to improve their teaching skills. They have also benefited from individual supervision meetings to consider the precise support needed. Staff observe one another's teaching quality, and the manager reviews practice overall. This helps to ensure children receive good standards of care and learning.
• The key-person system is now a significant strength. Children enjoy quality time with their key person during dedicated periods in the day. This allows children to form strong positive relationships with staff. Children take comfort in knowing staff are close by if they need them. Staff know the individual needs and personalities of each of their key children very well. This helps them to plan and deliver the learning programmes for the children.
• Staff are ambitious for all children to achieve well. They support the needs of children with special educational needs and/or disabilities effectively. Parents appreciate how staff work alongside them and external professionals to provide targeted support. Staff celebrate the individuality of the children and plan step-by-step learning, enabling children to participate in activities with enthusiasm. They carefully monitor children's progress to ensure timely support when needed. Funding is used appropriately to help children make the best possible progress.
• Staff pay close attention to promoting children's communication and language skills. They skilfully teach children to listen carefully by organising very popular games. Children keenly encourage one another to identify the sounds and find the matching cards. They develop confidence in speaking as they sing songs in their home language and English. Children look through the wide range of books in each area, for example to 'find the bear'. These combined techniques help children to become skilful communicators.
• Children are closely supervised and relish their time in the outdoor area. Young children safely tackle challenges. For example, they learn to quicken their pace as they balance along the climbing frame with increasing confidence. Children engage in a range of sensory play. For example, staff encourage them to explore the properties of ice and notice the changes the heat makes. Overall, staff interact with children well, asking appropriate questions to simulate their ideas. Occasionally, staff respond to children's curiosity and questions in a less effective way, which does not support children to extend their deeper thinking.
• Children's health is promoted well. They learn to manage their needs. For example, they pour their water, serve their healthy lunch and wash up their dishes when they finish. Children beam smiles as staff praise their efforts. Staff are aware of the procedures to follow to report accidents and injuries promptly.
• Parents value the friendly staff and the 'great' care their children receive. They appreciate the daily updates, newsletters and the multiple ways in which staff keep them informed. They highly compliment how their children have been helped to make good progress.

What the setting must and should do next

The provider should:

• support staff to respond to children's curiosity and questions consistently to extend children's thinking skills.