South Wonston Day Nursery

What is it like to attend this early years setting?

Leaders have worked hard to raise the quality of the provision since the last inspection. They acknowledge that there are some areas that still need improving, such as embedding the new curriculum. For instance, some of the activities that staff provide do not fully engage children's interests. This does not help children to make the best possible progress. Leaders and staff are keen to continue working with other professionals, to help raise the quality of the provision further. Although risk assessments are in place, staff are not always vigilant enough to remove all potential hazards in the environment.

Children are happy and have fun as they play. Staff take the time to settle new children as they arrive, offering plenty of cuddles and reassurance. This helps children to feel safe and secure. Staff are good role models and promote positive behaviour. For example, children receive praise and encouragement as they learn how to share, take turns and play cooperatively together.

Staff support children's communication, language and literacy development. For example, they engage children in back-and-forth conversations, introducing new vocabulary as they play. Children begin to develop a love of books. For instance, they listen carefully to staff as they read stories with enthusiasm. Children develop their imaginations and vocabulary as they pretend to glide through the air like flying dinosaurs.

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

• Leaders and staff have worked well to address concerns raised at the last inspection. For example, all staff have completed recent safeguarding training. They have a secure understanding of the procedures to follow if they have any concerns about children's welfare. Staff are clear about their responsibilities to ensure that children are well supervised at mealtimes. This minimises the risk of choking and helps to keep children safe.
• Leaders have made improvements to the outdoor learning environment. Staff complete daily risk assessments to help them identify and minimise hazards. However, these are not always effective. For instance, the environment is cluttered, and some potential hazards remain. Although leaders address these risks promptly once they are pointed out, staff lack a secure understanding of how to independently assess risks to children. That said, due to the close supervision of children, there has been no impact on children's safety.
• Leaders and staff have worked together to plan a new curriculum since the last inspection. Staff focus on building on children's interests and independence. They plan a range of experiences and activities for children to enjoy. However, at times these do not always capture the interests or address the differing needs of children. This leads to some children becoming disengaged in their learning and moving between activities frequently.
• Leaders are reflective and committed to overcoming challenges, such as changes in the staff team. For instance, staff training helps them identify and support children with special educational needs and/or disabilities. Staff are beginning to work with parents and other professionals to put strategies and targeted interventions in place. Staff are keen to build on their knowledge and skills to help all children make progress from their starting points.
• Staff teach children about mathematics in fun ways. For example, they encourage children to count their friends during group times and to count building blocks as they build towers. Staff support children to recognise numbers through interesting activities. These opportunities help children with their early number skills.
• Overall, there are good relationships between staff and parents. Staff gather information from parents about their children's individual needs, personalities and routines, when they first start. Parents comment on the friendly staff and the progress their children make, especially in their self-confidence, speech and language skills. However, leaders and staff do not share what children need to learn next well enough with parents. This does not help parents to continue their children's learning at home.

What the setting must and should do next

The provider must:

• ensure staff understand how to identify and manage risks to provide a safe environment for children. (by 6 October 2025)

The provider should:

• support staff to implement the new curriculum so that activities and daily routines focus more precisely on the skills children need to learn next
• develop communication with parents so they have useful information about how they can support their children's learning at home.