Wee One's Day Nursery And Pre-School

What is it like to attend this early years setting?

Leaders have continued to make improvements since the last inspection. For example, with support from early years professionals, they have constructed a meaningful and engaging curriculum that matches children's interests, needs and abilities. There is a strong emphasis on developing and enhancing children's communication and language skills, such as through a range of stories. Children with special educational needs and/or disabilities (SEND), receive targeted interventions to address any gaps in their language development. In this way, children's vocabulary widens and they become confident communicators.

Staff provide a nurturing and stimulating environment where all children and families are welcomed. Children demonstrate a keen attitude to learning. They show growing levels of perseverance, resilience and critical thinking. For instance, if their tower structures collapse, children rapidly rebuild them by adapting the original design. Staff offer plenty of praise for children's efforts and achievements. Children beam with pride, showing a true sense of belonging and self-worth.

Staff recognise the importance of reminding children of the rules and boundaries expected of them. They consider the effectiveness of the techniques they apply to promote children's social skills, particularly sharing and taking turns. For instance, children are taught to use sand-timers to encourage fairness and patience. They behave well when consistent approaches are applied by all staff.

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

• Leaders possess a clear vision of what they want children to achieve. All staff share the same ambition and understand the curriculum intentions. Leaders offer staff high quality support and bespoke training opportunities to further enhance their professional development. They hold regular one-on-one meetings with staff to discuss their well-being and workloads. Consequently, staff feel greatly supported and work as a strong, cohesive team.
• Staff foster children's love for books and a passion for reading. They focus on a story and use it to inspire a range of learning opportunities for children. Staff introduce new vocabulary and prompt conversations to expand children's understanding of the stories they hear. Children recall and re-enact parts of their favourite stories to reveal their understanding. This is illustrated when children make 'owl ice-cream' and 'Gruffalo crumble', and apply words, such as 'wart' and 'prickles' from 'The Gruffalo' story. Furthermore, staff keenly work with parents to ensure this excitement for stories continues at home.
• Overall, teaching across the nursery is good. Staff know children well and generally make suitable adaptations to ensure all children access the curriculum and feel included. They liaise with outside agencies to get advice on ways to help bridge gaps in children's development. Strategies, such as the use of visual prompts, are consistently embedded in practice. For instance, staff use pictures to remind children what they need to do next. However, sometimes, staff do not plan, organise or deliver activities that build precisely on what individual children already know and can do. At these times, every child does not consistently make the best possible progress.
• Children love to be active outdoors in the fresh air. Their physical development is supported very well. They are provided with fun and challenging activities to promote their fine and gross motor skills. For example, children focus well when throwing and catching balls, and mark-making with chalk, which help to develop hand control and co-ordination. Furthermore, opportunities for climbing and balancing on assault courses, strengthen children's core muscles, as well as enhance their physical and mental well-being.
• In general, the routines of the day work well, and children actively show sustained levels of involvement when choosing activities that interest them. However, on occasion, staff do not plan their focused group times effectively enough or ensure that daily routines and transitions are better coordinated. For example, while a member of staff shares a story, some children become restless and distracted by other staff who are organising the lunchtime routine. This affects children's ability for continuous attention, engagement and learning.
• Leaders and staff develop secure connections with parents. The efficient settling procedures enable parents and children to establish close relationships with the staff from the outset. Staff support parents to continue children's learning at home. They regularly share information about what children are doing and learning, as well as their next steps in development. The transition arrangements further support this. For instance, when children transfer to schools, the setting invites teachers into the nursery and hold meetings to consider how best to support children, including those with SEND.

What the setting must and should do next

The provider should:

• enhance planning, organisation and implementation of adult-led activities to ensure these are more finely tuned to suit individual learning needs of each child
• support staff to plan and manage routines and group times more effectively to ensure children's continuous attention and engagement in learning.