Victoria House Day Nursery and Pre-School

What is it like to attend this early years setting?

Since the last inspection, leaders and managers have made significant improvements to ensure the safety of children in this setting. They have reviewed and implemented new policies and procedures and provided staff with training to improve safeguarding knowledge. Each child has a key person assigned to them and staff know their needs well. Children show that they feel safe and secure and seek comfort and support from staff when required. When children first start, information is gathered about their interests and experiences and staff use this to plan for children's individual needs.

Staff have high expectations for children's learning and development. They model positive language and good manners. Children behave well. They arrive happy for their day at the setting and are welcomed by the friendly staff. Children know the routine and what is expected of them.

Children with special educational needs and/or disabilities are supported well. Staff work with other agencies to assess, plan and provide activities to meet children's individual needs. The environment is well thought out to ensure it is inclusive and meets the needs of children. Individual support is provided for children and their families. Communication between staff helps them to understand the needs of the child and the required support.

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

• The dedicated leaders and managers have successfully evaluated the setting and the needs of children and staff. They have worked hard to achieve a good standard. Staff have completed safeguarding training and understand their roles and responsibilities to ensure the safety of the children that attend. They understand how to report any concerns and how to escalate these should appropriate action not be taken. Risk assessments have been updated to ensure the safety of the premises. Staff feel valued and supported.
• Managers have reviewed the curriculum and now have a clear idea of what they want children to achieve while at the setting. Staff now have a more secure understanding of how to plan to meet children's needs. Children engage well in activities, and with support from staff, focus for extended periods of time. However, some staff are not as confident in supporting children to work towards their specific learning aims. On occasion this means children do not learn what staff intended them to.
• The manager has recognised that children have access to technology at home. Parents have been provided with information on how to help keep children safe online. However, staff have not yet considered how to support children in their understanding of online safety to help them learn to keep themselves safe.
• Staff encourage children to be independent. From the youngest age, children are supported to put their coats and shoes on independently. Toddlers show confidence as they clear their plates when they have finished eating. Older children successfully self-serve their lunch and pour drinks. They use mirrors to help them wipe their faces when they have finished eating.
• Children's communication and language needs are met well. Staff role model a broad range of vocabulary. They support younger children with early sentences. When completing activities, staff ask older children open ended questions and give them time to respond. Children with English as an additional language are supported well by staff. They work closely with parents and learn words in the children's home language to help support communication and understanding.
• Staff support children's personal, social and emotional development well. They offer children support when needed. If conflicts arise, staff successfully support children to resolve these. Children learn to share and take turns. Staff have introduced sand timers to support children with waiting their turn.
• Parents describe staff as nurturing and caring. Regular feedback provides parents with information about their child's day and the progress they make. Staff support parents if needed, for example, when children are potty training, and techniques for managing behaviour at home.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the learning they want children to gain from activities, to help them focus more precisely on helping children achieve these aims
• develop opportunities to support children's understanding of online safety.