Walmgate Day Nursery

What is it like to attend this early years setting?

Managers have focused on addressing the weaknesses found in the last inspection. They ensure that all staff understand how young children learn. They ensure that learning is tailored to meet each child's individual needs. This is now supporting children to make good progress across all areas of learning.

Staff explain what they are doing and what is happening next. For example, they say, 'we are going to tidy up'. They then explain that next they will be reading a story. This is helping children to learn to follow a routine and transition from one activity to another. Children who sometimes struggle to regulate their own behaviour and feelings are supported to learn what is right and what is wrong. Staff speak to them and explain the consequences of their actions. They are consistent in their approach to ensure that children learn what is expected of them. This helps children to feel safe and secure as they understand the boundaries that are set.

Staff provide experiences that engage children and keep them interested. They experiment with materials to make a 'volcano'. Staff model language and children can be heard using words such as 'erupted' and 'lava'. They learn that gases sometimes cause volcanos to erupt, and they remember what they have learned. Children show high levels of engagement and interest as they learn about this topic.

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

• The key-person system is effective. Staff know the children that they care for well. They understand their individual needs and ensure that learning is matched to their needs. They work with parents to ensure that they support areas of learning that parents identify. This is contributing towards the progress children make.
• Children learn about their bodies and what their body parts do. They all stop as a staff member shakes a tambourine to get children to stop and listen ready for a story. All children stop and put their hands on their heads. They point to various other parts of their bodies including their hearts and lungs. They feel their hearts beating and breathe in and out through their lungs.
• Staff read familiar stories to children. They repeat stories so that children learn them. As staff read 'What Goes Bump in the Night' children finish many parts of the story. They all sit together and keep their attention on the story. Staff read with enthusiasm and intonation to keep children interested and engaged. This is supporting children to develop their vocabulary.
• Staff ask open-ended questions to encourage children to think for themselves. For example, they ask how they might get something out that is stuck. They always give children time to think and to answer. However, often, they do not ask further questions to encourage more in-depth discussions and conversations.
• Staff support children's good health and hygiene. All children wash their hands before dinner. The manager ensures that all staff understand children's dietary requirements. Staff are vigilant during lunchtimes to ensure that procedures are now followed.
• Staff give reassurance and comfort to children when they are settling into a new environment. They use children's names as they speak to them and use regular praise and encouragement to help children to feel safe and secure. Babies are settled and happy as they play and explore the environment.
• Staff and managers consider how funding can be used to meet individual children's needs. They purchase resources that help children to practise taking turns. They provide experiences, such as music sessions, to help develop children's confidence and self-esteem.
• The manager evaluates practice regularly. She understands the strengths and weaknesses of practice. Staff now benefit from regular coaching and supervision sessions. However, this is not yet ensuring consistency in the quality of teaching across the whole setting.
• The manager identifies when staff need additional training. Staff have received additional training to support them to manage and understand children's behaviour. This training is impacts positively on staff's ability to deliver the curriculum, as they can positively manage children's behaviour.

What the setting must and should do next

The provider should:

• support staff to engage in more in-depth conversations with children to further develop their conversational skills
• provide further support for staff to develop their teaching skills so that there is consistency of the quality of teaching across all staff.