St Wilfrid's Nursery Ltd

What is it like to attend this early years setting?

Children are safe and well cared for in this small and supportive nursery. They play and learn happily together under the care of kind staff. The provider has developed good oversight of the nursery and works alongside staff to ensure that the quality of care and education continues to improve. Since the last inspection leaders have worked hard to make the necessary improvements.

Staff interact sensitively with children and help them to develop an abundance of personal and social skills. Children learn how to look after their hygiene by learning to wash their hands. They undertake tasks such as tidying away their own equipment and displaying their drawings for all to see. Consequently, children become confident and responsible learners.

Staff are excellent role models for children. They skilfully teach children how to be kind and considerate. For instance, staff clearly explain to children why they need to share the magnifying glasses. They also teach children how to be very gentle with the creatures they find in the garden. Staff encourage children to develop an awareness of the needs of others as they discuss why some children cannot eat the same yoghurt as their friends. Staff promote children's cultural backgrounds by celebrating relevant festivals and events. This helps children to learn about and respect others.

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

• There have been significant improvements to the leadership and management of the nursery since the last inspection. Staff now benefit from a well-planned training programme to ensure they are able to fulfil their roles with confidence and skill. Staff understand how to keep children safe and have developed their knowledge of how young children learn.
• Leaders place emphasis on the development of children's knowledge of their community and the wider world around them. Staff plan meaningful opportunities such as 'Walk Out Wednesdays' and 'Forest Fridays'. These experiences help children to engage with others and learn about new places such as parks, cafes and places of worship.
• The support for children with special educational needs and/or disabilities (SEND) is strong. Staff develop professional relationships with other agencies to ensure that children's needs are identified early. Staff assess children's speech and language development. If children show a delay in their speech language or communication, staff deliver activities to help them gain the skills they need. All children receive appropriate support to help them succeed.
• Leaders have devised a broad curriculum that focuses on helping children to develop school readiness skills. For instance, staff teach children mathematical concepts such as counting. However, the provider does not ensure that all staff understand the building blocks of knowledge that children need to learn. This does not fully enhance children's individual learning.
• Staff have planned the routine to allow children extended periods of time to freely choose their own play and learning. This helps children to develop their problem-solving abilities and builds their self-confidence. Children have high self-esteem which helps them become confident learners who are willing to have a go and try new things.
• Staff plan an appropriate literacy curriculum. They focus on a 'book of the week'. Children enjoy looking at the pictures in the books during their play. Staff introduce key words and phrases. This helps children to learn language. However, the provider has not fully considered how effectively this is implemented for all children. For example, some children do not have the opportunity to listen to a story without other distractions.
• Children thoroughly enjoy spending time in the outdoor area. Staff encourage children to develop their gross-motor skills and spatial awareness. Children keenly manoeuvre large tyres and carry blocks to create their own obstacle courses. Children develop secure physical skills to support their onward good health and education.
• Parents are very satisfied with the support they receive from the setting. They feel their children are happy and comment that they 'love to attend'. Staff effectively share with information with parents about their children's development. This means parents understand how their children are developing in line with expectations.

What the setting must and should do next

The provider should:

• support staff to further develop their understanding of the small components of the curriculum that children should learn and when
• review the implementation of the literacy curriculum to ensure that all children benefit from uninterrupted time to share books.